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005.18.17-17.05. Indirect Services.

AR ADC 005.18.17-17.05Arkansas Administrative Code

West's Arkansas Administrative Code
Title 005. Department of Education
Division 18. Special Education and Related Services
Rule 17. Program Standards
Ark. Admin. Code 005.18.17-17.05
005.18.17-17.05. Indirect Services.
Currentness
17.05.1 General.
17.05.1.1 Children with disabilities who receive special education in the general education classroom are considered to be receiving indirect services if these services are provided by the general education classroom teacher in consultation with qualified special education personnel (consulting teacher).
17.05.1.2 Indirect services should consist of consultation with, and technical assistance to, the teacher which could be in the form of communication, observation, monitoring, and maintenance of a child's skills (i.e., program/content, modifications, modeling of instruction, etc.).
17.05.2 Eligibility criteria.
17.05.2.1 The child has been determined to be an eligible child with a disability under these regulations.
17.05.2.2 The IEP Team has developed an IEP for the child and has determined the extent to which indirect services are to be provided for the child to achieve his goals and objectives in the regular classroom.
17.05.2.3 By selecting the indirect services delivery model the IEP Team has determined that there is no compelling instructional reason why the child's instruction cannot be provided in the general education classroom with the assistance of a consulting teacher. (The general education classroom teacher should be an active participant in the IEP conference.)
17.05.2.4 The child is not receiving direct services in the same placement (service setting) in which indirect services are being provided. For example - a child may not receive both direct and indirect services for speech therapy or for special education, etc. However, the child may be receiving indirect services in lieu of resource services but continue to receive direct speech therapy or vice versa.
17.05.2.5 Children receiving indirect services will have their progress reviewed and documented a minimum of twice each semester. Program reviews should coincide with grading periods.
17.05.2.6 Indirect services can be provided on a part-time basis by any designated special education instructor, consistent with Caseload Guidelines in § 17.03.7, but must be provided during the instructional day and without interruption to the special education provided to direct services children assigned to that instructor.
17.05.2.7 A 2:1 child to teacher equivalency ratio can be used to determine the upward caseload adjustment for itinerant and resource teachers who are assigned consulting teacher duties for part of the instructional day. (See § 17.03.7 of these regulations.)
17.05.2.8 Children receiving indirect services on December 1 are eligible to be included in the federal child count.
17.05.2.9 Costs associated with the consulting teacher may be applied to meeting the district's special education expenditure requirements.
17.05.2.10 Costs associated with the general education program may not be treated as special education expenditures.
17.05.3 Procedures for reviewing progress.
17.05.3.1 The consulting teacher will, at a minimum, review and document each child's progress in indirect services twice each semester. Progress reports are to be filed in the child's due process folder. Such program reviews should coincide with grading periods.
17.05.3.2 If the child does not pass content area course(s) or satisfactorily complete goals and objectives set out in the IEP for two (2) consecutive progress reviews, the consulting teacher will initiate a program review conference in accordance with established due process procedures. The committee will document its decision as to either the continuation of indirect services or placement in direct services, consistent with any revision of the child's IEP.
17.05.3.3 For secondary children, should a progress review at any grading period indicate that a child is in danger of failing a content area course(s), a formal review conference should be scheduled immediately.
17.05.4 Standards for Indirect Instructional Services.
17.05.4.1 Location. The child will receive regular classroom instruction with the majority of the direct instruction being provided by general education personnel. Implementation of indirect services will be within the regular education environment.
17.05.4.2 Total Amount of Time. The total amount of time that indirect services will be provided per week (a minimum of 30 minutes and a maximum of 90 minutes per week) must be reflected on each child's IEP.
17.05.4.3 Grading Responsibilities. Regular education personnel are responsible for assigning the child's grade(s).
17.05.4.4 Teacher/Pupil Caseload. The teacher/pupil caseload for a full-time consulting teacher is 1:40. A 2:1 child to teacher equivalency ratio can be used to determine the upward caseload adjustment for itinerant and resource teachers who are assigned consulting teacher duties for part of the instructional day.
17.05.5 Consulting Teachers.
17.05.5.1 General
A. Consulting teachers are special education personnel who have the primary role of consulting with general and special education teachers regarding the modification and/or adaptation of instruction for specific children with disabilities.
B. The consulting teacher may provide limited direct instruction to the child.
17.05.5.2 Consulting Teacher responsibilities
A. The consulting teacher provides a minimum of 30 minutes per week and a maximum of 90 minutes per week of consultation/technical assistance (i.e., communication, observation, monitoring, and maintenance of skills) for each child served in indirect services.
B. On a regularly scheduled basis, the child's program will be reviewed in conjunction with the general education teacher(s) serving the child.
C. Consultation with the regular teacher(s) regarding modifications in instructional methods or pacing which may be necessary for a child with a disability in the general education classroom may include, but is not be limited to:
1. Assisting the regular teacher(s) in modifying existing materials or in locating alternate materials for use by the child;
2. Assisting the children and teachers with special modifications, such as test construction and administration on an “as needed” basis;
3. Providing limited demonstration, diagnostic or team teaching to model alternative instructional approaches for integrating the child with a disability into the regular classroom; and
4. Providing consultation in the development of behavioral intervention plans (BIP), use of learning strategies, etc.
D. Consulting teachers should participate, as appropriate, in meetings regarding the children they serve, such as the evaluation/programming conference to develop the child's IEP.
Current with amendments received through February 15, 2024. Some sections may be more current, see credit for details.
Ark. Admin. Code 005.18.17-17.05, AR ADC 005.18.17-17.05
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