Alternative Programs follow the laws and procedures in accordance with Section 504 of the Americans with Disabilities Act and the Individuals with Disabilities Education Act (IDEA) providing a free appropriate public education (FAPE) to students with disabilities.
Alternative programs shall operate in accordance with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), and the Individuals with Disabilities Education Act (IDEA). Students with disabilities enrolled in alternative programs shall continue to receive a Free Appropriate Public Education (FAPE) and all protections afforded under federal and state law.
When placement in any alternative program, including Middle School Alternative Program (MSAP) or High School Alternative Program (HSAP), is being considered for a student with a disability, the Special Education Specialist and the Alternative School Coordinator shall be notified prior to any proposed change in the location of specialized instruction.
An Individualized Education Program (IEP) meeting shall be scheduled and conducted with all required participants to determine whether the proposed alternative placement can provide FAPE and implement the student's IEP. The IEP Team shall consider the student's individual needs, services, supports, accommodations, and placement requirements.
The receiving alternative program shall be notified of the proposed placement and provided an opportunity to participate in the IEP meeting. When placement in MSAP, HSAP, or any alternative program is being considered, a representative from the receiving alternative program must be invited and should participate in the IEP Team meeting to provide input regarding available programming, supports, services, and the implementation of the student's IEP within the alternative setting.
No change in the location of specialized instruction shall occur until the IEP Team has met and determined how FAPE will be provided in the alternative setting.
Students with pending or ongoing evaluations shall have a meeting convened to review the student's current educational, behavioral, and support needs and determine the most appropriate location for services during the evaluation process. The team shall consider available data, current interventions, and the student's individual needs when determining an interim educational placement and supports while the evaluation is being completed.
Parents retain the right to refuse consent for an evaluation or to revoke consent for an evaluation at any time. In such circumstances, school personnel should continue to collaborate with parents to identify and implement appropriate supports and interventions to address the student's needs while eligibility under the Individuals with Disabilities Education Act (IDEA) is being considered or determined.
When an evaluation is requested for any student already attending an alternative program, the alternative program will follow the OnTrack process in collaboration with the home school. The Evaluation Planning meeting should include the parent, the LEA, general education teacher, and special education teacher from the home school; a school psychologist, an alternative program special education teacher and administrator, and the student, if appropriate. Once the evaluation is complete, the IEP team from the home school will schedule an Eligibility Meeting to review evaluation results, and determine eligibility.
When a student with a disability is assigned or referred to an alternative program, the IEP Team is responsible for determining how a Free Appropriate Public Education (FAPE) will be provided in the alternative setting. The IEP Team shall review and document all relevant components of the IEP to ensure the student's individual needs are addressed and that services can be implemented in the alternative program.
The IEP Team should consider and document the following:
Special Factors
The IEP Team shall identify and address any applicable Special Factors during the IEP meeting. For students attending an alternative program, the team must specifically consider behavioral needs and ensure that behavior supports, interventions, and services are appropriately addressed within the IEP.
Transition Services
Transition services must be addressed for any student who will be of transition age during the effective dates of the IEP. The IEP Team shall ensure that transition goals, services, and activities remain appropriate and can be implemented within the alternative setting.
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
The PLAAFP must be updated to accurately describe the student's current strengths, needs, and performance in all areas of identified need. When an alternative program placement is being considered, the Present Levels should include relevant Social/Emotional/Behavioral data and information supporting the need for services and supports within the alternative setting.
Annual Goals and Objectives
Annual goals and objectives shall be developed or revised based on the student's present levels of performance. Goals should address the student's identified needs and support progress in both academic and functional areas while attending the alternative program.
Accommodations, Modifications, and Supplementary Aids and Services
The IEP Team shall review and revise accommodations, modifications, and supplementary aids and services, as necessary, to ensure access to instruction and participation in school activities. All accommodations, modifications, and supplementary services must be supported by evidence documented within the present levels of performance.
Special Education and Related Services
The IEP Team shall consider the full continuum of special education and related services and determine the services required for the student to receive FAPE in the alternative setting. Service minutes must be documented as total minutes per week and the number of sessions per week. If transportation is required as a related service, the team shall discuss and document the decision and complete all required transportation documentation.
Participation in Statewide and District Assessments
The IEP Team shall address any statewide or district assessments that will occur during the effective dates of the IEP. Assessment accommodations must align with those routinely provided during classroom instruction and documented in the IEP.
Least Restrictive Environment (LRE)
The IEP Team shall determine the student's LRE based on individual needs and document the rationale for the student's participation with nondisabled peers and access to the general education curriculum.
Behavior Intervention Plan (BIP), if Applicable
The IEP Team shall review and revise the student's Behavior Intervention Plan, as appropriate, to ensure that positive behavioral interventions, supports, and strategies are aligned with the student's needs. Alternative program behavior management systems may be individualized as required by the student's IEP and BIP.
Prior Written Notice (PWN)
The Prior Written Notice shall clearly document all proposals and refusals considered by the IEP Team. Assignment to an alternative program is generally considered a change in the location of services rather than a change in educational placement unless the student's LRE placement changes. Referrals or assignments to an alternative program made by a hearing officer or school administrator are not proposals of the IEP Team. In these situations, the IEP Team's responsibility is to determine whether FAPE can be provided in the alternative setting and to document any resulting changes to services, supports, location of services, or educational placement.
Alternative Program Participation
When placement in an alternative program, including MSAP or HSAP, is being considered, a representative from the receiving alternative program shall be invited to participate in the IEP meeting. The representative should provide input regarding programming, supports, service delivery, behavioral interventions, and the implementation of the student's IEP within the alternative setting.
Transfer of Documentation and Intake Procedures
Following the IEP meeting, the Special Education Case Manager shall provide all relevant IEP meeting documentation to the Alternative School Coordinator or designated representative. Upon notification of the student's enrollment, the Alternative Program Coordinator shall schedule an intake meeting with the parent and student. The intake process shall not delay or interrupt the provision of FAPE or the implementation of the student's IEP services.
An IEP team meeting must be convened prior to the student’s return to their previous school. Within seven calendar days of the anticipated completion of the alternative program, the special education teacher at the alternative program will schedule and conduct an IEP meeting. The alternative program teacher will contact required IEP team meeting participants to determine a mutually agreed upon time for the meeting and issue the Notification of Meeting letter to the parent/guardian/age of majority student.
During the IEP meeting, the alternative program special education teacher will provide a review of data regarding the student’s progress and LRE considerations. The PLAAFP section of the IEP will be updated to reflect the data presented in the meeting. The IEP team will discuss and document any other IEP amendments. Prior Written Notice will be provided to the parent/guardian/age of majority student before the amended IEP is initiated at the location determined to be the LRE for the student. The special education teacher at the alternative program and the receiving school are responsible for the completion of all required documents prior to the student leaving the alternative setting.
Greenville County Schools Adult Education programs provide educational opportunities for students ages 17 through 21 who have not earned a state high school diploma and are seeking an alternative pathway to complete their educational goals. Adult Education offers flexible programming designed to support students in developing academic, career, and life skills while working toward a high school credential.
Students with disabilities may enroll in Adult Education programs and continue to receive special education and related services as determined by their Individualized Education Program (IEP) Team. Enrollment decisions and service recommendations shall be made based on the individual needs of the student and in accordance with applicable federal and state requirements.
Lifelong Learning (LLL), through its GED Center and High School Units program, provides eligible students with an alternative pathway to complete their educational goals. Students who enroll in LLL must withdraw from their current high school, as dual enrollment in both programs is not permitted.
When a student with a disability expresses interest in enrolling in LLL to pursue a GED or other educational credential, the IEP Team should convene to discuss the student's postsecondary goals, educational needs, graduation pathway options, and the services and supports necessary for the student to make meaningful progress.
The IEP Team should consider the following factors:
Greenville County Schools is required to identify and provide a free appropriate public education (FAPE) pursuant to the regulations found in the Individuals with Disabilities Education Act (IDEA) to each student with a disability detained or incarcerated in a local juvenile or adult detention facility located within the county (jurisdiction).
Once the records are received from the student’s prior school district, the school counselor reviews the information and if the student has been identified as a student with a disability under the Individuals with Disabilities Education Act (IDEA) and has an IEP, the information is sent to the special education teacher at the JDC facility. Within three days of receiving the information from the previous district, the special education teacher will make contact with the parent to discuss the provision of comparable services. In the case of an Out-of-State transfer, a Transfer Information and Statement of Comparable Services document is completed. A copy of the Transfer Information and Statement of Comparable Services along with a Prior Written Notice (PWN) is then provided to the parent or legal guardian. An IEP meeting is held within 15 instructional days of the Statement of Comparable Services being completed to determine if the District will conduct a Special Review, Annual Review, or have a Reevaluation Review meeting based on available information. In the case of an In-State transfer, the special education teacher will complete a Special Education Support Ticket requesting an electronic Student Records Transfer (SRT). Once the SRT is complete the special education teacher will complete a Transfer Information and Statement of Comparable Services AND provide a copy to the parent along with a Prior Written Notice. The Prior Written Notice must explain the comparable services decisions, indicate that these comparable services will be provided beginning the first day of active enrollment, and an IEP team will convene within 15 instructional days of this date. Should the District find that the incarcerated student was in the evaluation process and the process was interrupted as a result of incarceration, the District would work with detention center staff, current school staff, or out of district staff to complete an evaluation. If an incarcerated student is suspected of having a disability, Child Find procedures would be followed beginning with the initiation of the Assistance Team (A-Team) process for Secondary Schools.
Greenville County Schools is responsible for identifying and serving eligible students with disabilities who are detained or incarcerated in a local juvenile or adult detention facility located within the District’s jurisdiction, as well as students with disabilities who reside in group homes and are enrolled in a Greenville County Schools program.
Upon receipt of records from the student’s prior school or district, school personnel shall review the information to determine whether the student has been identified as a student with a disability under IDEA and has a current IEP. If the student has an IEP, the information shall be provided to the assigned special education teacher or case manager.
When a student with a disability enters a detention facility, group home, or similar setting and enrolls in Greenville County Schools, the special education process shall follow the District’s procedures for a Transfers (link to transfers page). The Case Manager shall review available records, determine comparable services, and ensure that special education and related services are provided without unnecessary delay.
The special education teacher or case manager shall contact the parent, legal guardian, educational surrogate, or adult student, as appropriate, to discuss the provision of comparable services. A Transfer Information and Statement of Comparable Services shall be completed, and Prior Written Notice shall be provided to document the comparable services that will be implemented.
Comparable services shall begin upon active enrollment and continue until the IEP Team convenes. The IEP Team shall meet within required Transfer IEP timelines to review the student’s current IEP, available data, educational needs, location of services, and any additional supports necessary in the detention, group home, or assigned educational setting.
For students transferring from within South Carolina, the special education teacher or case manager shall request available records through the appropriate student records transfer process (insert link). For students transferring from outside South Carolina, the Transfer Information and Statement of Comparable Services process shall be completed based on available documentation.
If the student was in the evaluation or reevaluation process prior to entering the detention facility or group home, the District shall work with the previous school, facility staff, group home staff, parent or guardian, and other relevant personnel to determine the status of the evaluation and complete the process, as appropriate.
If a student is suspected of having a disability and does not have an existing IEP, OnTrack procedures shall be followed. This may include initiation of the OnTrack process and referral for evaluation, as appropriate, based on the student’s educational, behavioral, functional, and developmental needs.
The IEP Team shall consider the student’s individual circumstances, including access to instruction, safety and security requirements, behavioral needs, related services, transportation, transition needs, and coordination with detention center or group home staff. Services shall be individualized and documented through the IEP process in accordance with federal, state, and local requirements.
Alternative Program Guidelines for Students with Disabilities