Homebased Services

Whether a student’s home would be an appropriate interim alternative educational setting would depend on the particular circumstances of an individual case such as the length of the removal, the extent to which the student previously has been removed from his or her regular placement, and the student’s individual needs and educational goals. Careful consideration must be given to placing any student in this most restrictive setting. The IEP team must convene to consider whether a change in placement to a Homebased setting is appropriate for the student, and why the Homebased setting is the Least Restrictive Environment (LRE) in view of his or her particular disability. The IEP team must make an individualized determination regarding the special education and related services needed to provide the student a free and appropriate public education (FAPE). The Special Education Specialist must be consulted prior to the IEP meeting to discuss Homebased services.

• This will most likely be a Special Review meeting. In Enrich IEP, users will follow the IEP amendment process. Typically, users would not change the “Next Review Due By” date in the Dates section of the IEP when amending an IEP. However, in the case of amendments to address homebased services, users will adjust the “Next Review Due By” date in the Dates section of the IEP to reflect the projected end date of homebased services, which may not exceed 45 school days. The new end date of the IEP cannot exceed the original end date of the IEP. The Notice of Meeting form awill reflect that this is a special review meeting.


• During the IEP meeting, the team considers the student’s needs in relation to all sections of the IEP. The team will amend all parts of the IEP that may be impacted during the time the student is receiving homebased instruction. Sections impacted include:
  
  
  • Present Levels of Performance – The social-emotional behavior domain MUST include detailed data indicating the current baseline for the targeted behavior, a summary of the most recent Functional Behavioral Assessment, a summary of the current Behavior Intervention Plan and the students response to the interventions being provided
  
  
  • IEP Goals and Objectives – Will some goals and/or objectives need to be deleted or changed while student is receiving homebased instruction? At least one goal must address social/emotional behavior.
  
  
  • Accommodations, Modifications and Supplementary Services – Will changes be required during homebased instruction (ex. individualized rather than small group assessments)? If changes are made to classroom accommodations, similar changes will be needed for state and district assessments (see bullet “Participation in Statewide and District Testing”).
  
  
  • Special Education and Related Services – Complete the Services section to specify the Special Education and Related Services that will be provided during homebased instruction to allow the student to continue to access the general curriculum and to progress towards the student’s individualized IEP goals including: Amount of Service, Begin Date, and End Date. During Homebased instruction, the location of services will be “Home”. Specialized Instruction in “Social-Emotional Behavior” must be included as a service area.
    
    
    
    
    ***Enter a detailed description of all services to be provided, INCLUDING GENERAL EDUCATION SERVICES, in the “Describe any specific directions, considerations, or delivery methods for special education, other related services, and supplementary aids and services” text box.
    
    
    
  
  
  • Participation in Statewide and District Testing – If state and/or district testing will take place during the time that the student is receiving homebased instruction will the student be able to come into the school for the testing or will the student require home administration? Will the test sessions need to be broken down into shorter or multiple sessions (if allowable accommodation)?
  
  
  • Least Restrictive Environment – Users will select Home-based as the setting.
    
    
    
    
    Because the student will not be in the school setting with non-disabled peers while receiving homebased services, all boxes in the removal section will be checked.
    
    
    
    
    The “Justification of Removal” statement will include a brief summary of why the student is unable to participate in the school setting.
    
    Users will then select “Homebound/Hospital-Home-based” as the placement option for the current school year for students receiving Homebased services.
  
  
• NOTE: Extended School Year – upon student’s return to school the team may need to discuss the need for Extended School Year


• The Prior Written Notice (PWN) will reflect the IEP team’s proposals for the following items:


• Identify the proposed educational placement of Homebased instruction and the beginning and ending dates of the placement.


• Discussion of the amount of services considered and how the IEP team determined the amount of services to be provided while the student is in the homebased setting?


• What are the beginning and end dates of the services?


• How will the IEP team ensure goals and services identified in the IEP continue to be implemented and provided during homebased instruction?


• How were individual determinations made regarding the hours necessary to support the student in meeting designated goals for academic, functional, and related services?


• How will the goals/services identified in the IEP be met during homebased instruction?


• What amendments will be required to the IEP?


• What is the plan to transition the student back into the school setting? The IEP team may wish to look at increments of time for slowly increasing a student’s day or increasing the student’s day based on behavior benchmarks identified by the IEP team.


• Upon conclusion of the meeting in which the team determined homebased services are appropriate for the student, the Case Manager must complete the Prior Written Notice and notify the Special Education Specialist (SES) of the results of the meeting.


• When the SES receives documentation of the meeting outcome, the SES will complete the homebased packet information and submit it along with the PWN to the District’s Designee at MT Anderson. If the student went before the district’s hearing officer, the Letter of Disposition must also be submitted.


• Once the IEP team has determined the appropriate services for the student, the school must secure the homebased teacher(s).


• Prior to the end date of the IEP, the IEP team will reconvene to review progress throughout the duration of homebased services, and to determine a plan for providing any outstanding hours of service, if warranted. The IEP team will also determine continued educational needs and placement, including a plan to transition the student back to the school setting, if appropriate. The IEP team may wish to look at increments of time for slowly increasing a student’s day or increasing the student’s day based on behavioral benchmarks identified by the IEP team. The IEP team may also consider the behaviors that resulted in the need for homebased services, and ensure that these behaviors are addressed as needed in the IEP. In returning the student to the school setting the IEP end date cannot exceed the original end date of the IEP.

To continue to the next section Medical Homebound Services, click Next below.