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Road Map

Prior to requesting homebound services, APS requests the parent/guardian and school personnel explore options for school-based instruction.

  • For eligible students, these options may include accommodations and modifications as identified through the Special Education or Section 504 process.
  • For students not identified as having a disability, a referral to Special Education or Section 504 may be considered.

Homebound services are for student illness/injury only; services are not appropriate to compensate for absences related to family care or illness.

The following steps outline the journey for a family with a homebound student.

Eligibility/Application

Parent/Guardians are to notify their child’s school that homebound services may be needed. Signing a release of information form would assist the school team in sharing information with the physician 青青草视频 homebound services prior to the official request being made.

If homebound services are needed, approval of services is based upon a completed application form, which includes a medical certification of need.

In some circumstances, students may receive Homebound Instruction on an intermittent basis. Students with episodic conditions may receive Homebound Instruction when they are unable to attend school for more than two consecutive weeks. In these cases, the parents should notify the school as soon as they suspect that the student’s condition is such that they are entering a period of extended absence. Schools may initiate processes to consider eligibility under IDEA or Section 504.

Homebound instruction for students receiving special education services is subject to review by the student’s Individualized Education Program (IEP) Team pursuant to the Individuals with Disabilities Education Act (IDEA). As part of its review and determination of a temporary change in placement, the IEP Team must review the approved medical certification of need for homebound instruction and determine the appropriate temporary placement for the student based on the student’s educational needs.

To be included in the IEP if the IEP Team determines that homebound services are appropriate:

  • Language in the IEP that clearly defines the time period for the frequency and duration of the homebound instruction (mandatory)
  • A statement identifying a date for reconsidering the need for continuation of services by the IEP Team (optional)
  • A statement clarifying the change in placement is temporary

Parental consent must be obtained to amend the IEP, prior to initiation of homebound services.

Eligibility for Homebound Instruction

Students must be enrolled in 青青草视频 Public Schools and meet the following criteria:

  1. The individual having custody and legal responsibility for the student must be a resident of 青青草视频 County.
  2. The student must have one of the following conditions that prevent him/her from attending the public school program:
    1. A physical illness or accident which prevents attendance in any of the public school programs, as attested to by a licensed physician or licensed clinical psychologist.
    2. A psychiatric condition which prevents attendance in any of the public school programs, as attested to by a licensed psychiatrist.

Students hospitalized in the D.C. area may receive homebound instruction. 青青草视频 students hospitalized outside this area may be instructed under contract with the local school system in the geographic area they are hospitalized.


Application

Students who are experiencing difficulties attending school may be referred by staff or parent/guardian for consideration of eligibility under the Individuals with Disabilities Education Act (IDEA)/Special Education or Section 504, if their medical condition appears to be having an impact on their ability to access a free, appropriate public education (FAPE). Such referrals should be directed to the school principal or designee.

Any parent/guardian of a student who they believe is in need of homebound instruction may request such services through the Coordinator of Homebound Instruction. School staff may also recommend that the parent/guardian pursue homebound instruction based on explanations provided by parent/guardian regarding student absences from school. A parent/guardian must submit three components of the Application for Homebound Instruction to apply for homebound instruction:

The parent/guardian of the student for whom homebound instruction is requested will be responsible for completing and submitting the Homebound Instruction Application including the Medical Certification of Need.

The parent/guardian must have the student’s medical professional of record—a licensed physician, licensed clinical psychologist, or licensed psychiatrist—complete the Medical Certification of Need which is the health care provider’s documentation of the student’s illness, treatment plan, and the estimated length of recovery time. The certification must be fully completed, including parental permission for APS staff to contact the treating physician or licensed clinical psychologist, in order for the student to be considered for homebound services.

A medical certification is to include:

  • current diagnostic information,
  • treatment plan — including description of plan for return to school (may be on separate document, attached to the application),
  • projected duration of need for Homebound Instruction, and
  • contact information for the certifying professional

The parent/guardian is to return the three components of the Homebound Instruction Application to the school principal or the director of counseling services.

The school administrator identifies a staff member to be the school-based homebound coordinator (point of contact/designee) for the Homebound Instruction process, to include following up on the application and coordinating services if the student is determined to be eligible for Homebound Instruction.? If the student is receiving Special Education or Section 504 services, it may be appropriate to designate the case manager as the point of contact.

The School Information Form is to be completed and submitted by school staff along with the three (3) components (family application, medical certification, medical release) and identified school-based homebound point of contact/designee for the student to the school principal or director of counseling services.

The school principal or director of counseling services will review and forward all completed materials to the Coordinator of Homebound Instruction within two (2) business days.

School staff shall provide instructional materials for the student to access their education until the homebound instructor is assigned.


Application Review

The Coordinator of Homebound Instruction will (1) document the receipt of requests for homebound instruction, (2) review the application for completeness of information and appropriateness of the request, (3) validate requests for homebound instruction for students with IEP’s, submitting such requests to the IEP Team for determination of a change in placement, and (4) contact the medical professional of record for verification to clarify the need for homebound instruction versus school-based instruction with appropriate accommodations, as necessary, within five (5) business days of receipt of the application. Such verification can be made by medical/professional staff designated by the medical professional of record.

If more information is needed, the Coordinator of Homebound Instruction is to notify the parents and the school-based point of contact/designee (as identified on the application) that the application is incomplete and identify the type of information needed in order to consider the application for approval.

Once verification is obtained from the medical professional of record, the Coordinator of Homebound Instruction notifies the parent/guardian of approval and consults with designated school personnel regarding needed services within three (3) business days.

After verification with the student’s medical provider of record, the Coordinator of Homebound Instruction will determine eligibility for homebound instruction and will notify (a) the parent/guardian and (b) the designated school staff member, i.e., the elementary school principal or the director of counseling services in a middle school or high school.

Approval of homebound instruction is for a finite period of time, and no more than nine weeks upon initial approval.

The Coordinator of Homebound Instruction then communicates the status of the request to appropriate school personnel.

If approved, the process moves on to the next stop on the road map, initiation of service.

Appeals

Parents/guardians who are denied homebound instructional services may appeal the decision to the Chief Academic Officer. The timeline for the appeal process will be provided in the denial letter sent to the parent/guardian. The appeal should be made in writing within ten (10) business days of the date of the receipt of the denial letter and include any additional medical documentation from a licensed physician, clinical psychologist, or licensed psychiatrist. Should additional time be necessary to gather required medical documentation from the provider, the parent/guardian should contact the Superintendent/designee in writing. The Superintendent/designee may extend this timeline for no more than ten (10) business days. While an appeal is pending, students shall remain enrolled in 青青草视频 Public Schools.

Instruction

Initiation of Service

The following hours per grade level listed are consistent with the Virginia Department of Education Guidelines and represent the minimum hours of instruction to be provided. These hours may not be applicable in all instances (e.g., for students with IEPs, the IEP Team determines the hours required in accordance with the student’s education needs).

  • Elementary school students are allowed a minimum of five (5) hours of instruction per week or twenty (20) hours per month.
  • Middle school students may receive a minimum of eight (8) hours of instruction per week or 32 hours of instruction per month.
  • High school students may receive a minimum of two (2) hours per core academic subject per week; other accommodations on an individual basis.

Homebound instruction should be initiated as soon as possible following receipt of a complete certification of eligibility for homebound instruction, but no later than five (5) instructional days upon approval of the request.

The Coordinator of Homebound Instruction is responsible for the coordination and facilitation of homebound instruction. The elementary school principal or the director of counseling services in a middle school or high school, the student’s teacher(s), and the homebound teacher have joint responsibility in implementing homebound instruction. If a student has an Individualized Education Program (IEP), it is appropriate that the student’s special education case carrier be responsible for coordination of special education services.

If a student with a disability is found eligible for Homebound Instruction, the responsibilities for planning, implementing and monitoring the academic program remain with the student’s IEP or 504 Team.

In cases where the student has an IEP, the Coordinator of Homebound Instruction should promptly transmit the certification of eligibility for homebound instruction to the IEP Team by for review and determination of a temporary change in placement for the student.

The IEP Team must then reconvene to consider special education and related services and reflect homebound services in the IEP delivered in the homebound setting. If necessary, an expedited IEP meeting may be held. All due process and IEP procedures will be followed.

When administrative processing delays the initiation of homebound services, efforts to provide homebound instructional services should be documented and delays explained to the parent/guardian.

The Coordinator of Homebound Services shall assign the homebound teacher(s) and notify the referring source of the start date.

The elementary principal, or middle or high school director of counseling services, or special education case carrier/teacher is responsible for coordinating the procedure in collaboration with the Coordinator of Homebound Instruction for working with the homebound teacher and parent/guardian and for providing the following:

  1. A record of the student’s program to date, including grades and such other information as may be necessary;
  2. A proposed program to be followed by the student under the direction of the homebound teacher;
  3. Instructional resources that may include online and/or adaptive technology, as appropriate; and
  4. Tests or examinations for the subject areas and instructional program pursued.

Instruction

If instruction and/or special education related services are provided in the home, the parent/guardian or a responsible adult must be present. Services may be provided at an alternative location per agreement between the parent and Coordinator of Homebound Instruction.

Homebound instructional services are supported by an assigned 青青草视频 Public Schools homebound instructor(s) utilizing materials and lessons provided by the student’s school-based teachers.

Homebound instruction is designed so the student does not fall significantly behind during the period of confinement. It is necessary for the student to participate in the instructional process and complete assignments. Homework should be expected. Not all work will be completed in the presence of the homebound teacher. Every effort is to be made to ensure academic progress; however, course credit must still be earned according to class requirements. Priority is to be given to core academic subjects. Specialty classes (i.e., those requiring labs, special facilities or equipment) may not be comparable. Elective courses are not guaranteed.

The following people have the following responsibilities:

Coordinator of Homebound Instruction:

  • Considering the possibility of available technology (distance broadcasting, robotics, etc.) for the student to participate in certain classroom activities from home
  • Verifying ongoing treatment and/or therapy and monitoring progress towards transition back to the school setting

Teacher of record:

  • Provide the homebound teacher with appropriate instructional materials and information
  • Be responsible for grading procedures in collaboration with the homebound teacher, including providing scoring rubrics and answer keys for assignments and tests
  • Maintain close contact with the homebound teacher or the program coordinator supervising online instruction to monitor the instructional progress of the student
  • Collaborate with the homebound teacher 青青草视频 the curriculum and appropriate instructional strategies
  • Collaborate with the school’s test coordinator (STC) and the homebound teacher regarding state assessments

Homebound Teacher:

  • Maintain close contact with the student’s teachers, counselor, and the program coordinator to receive and implement appropriate educational programs
  • Use assignments and materials provided by the Teacher of record or designated supervisor of instruction
  • Maintain an accurate record of the hours of instruction provided for each assigned student and file such information with the Coordinator of Homebound Instruction
  • Submit the student’s completed work to the designated school representative prior to the end of the grading period and maintain written documentation of work completed with the homebound records, or in cases where online instruction is used, provide a written record
  • Document any instructional time that is interrupted because of the child not being available for the instruction period
  • Obtain necessary training for administering state tests (SOL’s), if it is determined that SOL(s) are to be administered by the homebound teacher

Student/Parent/Guardian:

  • Your first priority
    • Follow the health care provider treatment plan for your student
    • Notify the teacher, prior to the scheduled visit, if there is a contagious illness in the home or if there is an emergency
    • Advise the homebound teacher of any change in the student’s status that would necessitate modification or termination of homebound services
  • To accommodate instruction
    • Provide adequate facilities for teaching (quiet room without interruptions, with a table, chairs and appropriate supplies) or provide transportation to another agreed upon facility
    • Have a responsible adult in the home during the entire period of instruction
    • Have the student ready for instruction at the time designated by the homebound teacher
  • To ensure accountability
    • Keep all appointments with the homebound teacher (excessively missed appointments may result in suspension of services for general education students and may relieve the school division from providing make-up services to students with disabilities)
    • Notify the Coordinator of Homebound Instruction of missed appointments or tardiness by the homebound teacher
    • Students receiving homebound instruction may not work or participate in extracurricular activities, non-academic activities (such as field trips), or community activities unless these activities are specifically outlined in the students medical plan of care or the Individualized Education Program (if applicable).
  • To follow up on instruction
    • Supervise daily homework
    • Make effort to complete school assignments

The school administrator is responsible for ensuring that the school test coordinator (STC) is aware of students who are receiving Homebound Instruction.

The School Test Coordinator is to assist in the coordinating the administration of SOL’s, along with the school administrator, the Coordinator of Homebound Instruction, and the homebound teacher.

Students who receive extended homebound services may access learning through virtual courses, if appropriate.

Credit for the work completed by the student while receiving homebound services shall be awarded when it is done under the supervision of a licensed teacher, a person eligible to hold a Virginia license, or other appropriately licensed professional employed by 青青草视频 Public Schools, and there is evidence that the instructional time requirements or alternative means of awarding credit adopted by the 青青草视频 School Board have been met.

During homebound instruction, the homebound teacher will make a recommendation, in duplicate, regarding grades to the elementary principal or the middle or high school director of counseling services. One copy will be for the Coordinator of Homebound Instruction and the other will be given to the elementary school principal or middle or high school director of counseling services.

Return/Extension

Extension of Homebound Instruction

Homebound instruction is not intended to supplant school services. The school-based team or IEP Team is responsible for contacting the parent/guardian at least three (3) weeks prior to the initial end date of Homebound Instruction to discuss either the re-entry of the student to school-based learning and/or the need for an extension to be requested and the medical documentation required for such an extension.

If it is necessary for homebound instruction to continue beyond nine calendar weeks, an extension or reauthorization form, including treatment plan, progress towards treatment goals, and specific transition plans for returning the student back to the school setting, is required from the treating health care provider to document the need for extended services. The school-based team (i.e., principal, director of counseling, or designee), or IEP Team is responsible for creating a transition plan outlining this information.

Continuation of additional homebound instruction must be requested by the licensed physician, clinical psychologist, or licensed psychiatrist. For students receiving special education services, the Individualized Education Program (IEP) committee determines the duration of services.

Components of an Extension Request:

  • Name of the student
  • Justification for the extension of homebound instruction
  • Updated Medical Certification of Need signed by student’s medical professional of record
  • Additional time homebound instruction is anticipated
  • Specific steps planned to return the student to classroom instruction
  • Changes in amount and kind of activity for the student during extended homebound instruction
  • Signature, date, office address, and phone number

The request for an extension of services should be submitted by the parent/guardian to the school-based team or IEP Team no later than seven (7) business days prior to the end date of the initial services.

The school-based team or IEP Team should forward this request to the Homebound Instruction Coordinator within two (2) business days of receipt of the request for extension of services and?communicate updates regarding the re-entry plan or the parent/guardian request of an extension to the Homebound Instruction Coordinator.

The Coordinator of Homebound Instruction will review the application and contact the medical professional of record for verification within five (5) business days of receipt of the application. Such verification can be made by medical/professional staff designated by the medical professional of record. Once verification is obtained from the medical professional of record, the Coordinator of Homebound Instruction notifies the parent/guardian of approval and consults with designated school personnel regarding extension of services within three (3) business days.

Appeals

Parents/guardians who are denied homebound instructional services or the extension of homebound instructional services for their student may appeal the decision to the Chief Academic Officer. The timeline for the appeal process will be provided in the denial letter sent to the parent/guardian. The appeal should be made in writing within ten (10) business days of the date of the receipt of the denial letter and include any additional medical documentation from a licensed physician, clinical psychologist, or licensed psychiatrist. Should additional time be necessary to gather required medical documentation from the provider, the parent/guardian should contact the Chief Academic Officer in writing. The Chief Academic Officer may extend this timeline for no more than ten (10) business days. While an appeal is pending, students shall remain enrolled in 青青草视频 Public Schools.

For students already enrolled in homebound instruction who are requesting an extension, homebound instruction may be extended up to five (5) business days beyond the original end date if an appeal is pending. The Chief Academic Officer shall respond to the appeal within ten (10) business days of receipt of the written appeal.

For a student with a disability, the appeals process should be in accordance with state regulations governing special education. All due process and IEP procedures will be followed.


Return to School

Students receiving homebound instruction should return to school-based instruction as soon as possible.

For students who are returning to school after a period of Homebound Instruction, school staff, parents, and the Homebound teacher should coordinate closely to assure that the student attends school to the maximum extent possible.

The determination of when to terminate Homebound Instruction is based on the student’s attendance in core subjects (English, Math, Science, and Social Studies). Once the student is able to receive instruction in the core classes in the school setting, Homebound Instruction should be terminated.?Students may continue to require an adjusted school day, but that modification in itself is not sufficient to justify Homebound Instruction. Rather, the school staff and family should collaborate to determine workload adjustments and other necessary accommodations.

The Coordinator of Homebound Instruction facilitates the student’s return to instruction in the classroom.

When the student returns to school, the homebound teacher shall prepare, in duplicate, a summary of the student’s academic progress and submit one copy to the Coordinator of Homebound Instruction and one copy to the elementary school principal or the middle or high school director of counseling services. For students with an IEP, the summary shall also be submitted to the special education case carrier.

The homebound teacher is to assist the student, family, and school personnel with the student’s transition back to the classroom setting. However, other support staff, such as the school nurse, school counselor, IEP case manager, or school psychologist, may be more appropriately assigned to the student for transition purposes depending on the nature of the student’s needs.

School Nurse: For students with medical conditions, the school nurse is requested to participate in planning for a student’s return to school subsequent to a period of Homebound Instruction. This role may be consultative or advisory, and is to assist the student’s IEP or 504 Team, or other support staff, in understanding the student’s need for accommodations and modifications in the school environment.

In all instances, if a student is identified as a student with a disability under IDEA or Section 504, then that Team is to determine services and accommodations. The IEP Team must amend the IEP upon the ending period of homebound services in order to either return the student to the school setting or continue the homebound placement.