IDEA Part B Final Regulations: A Side-by-Side Comparison ...
99
IDEA Part B Final Regulations: A Side-by-Side Comparison Analysis This detailed analysis focuses on select sections of the 2006 IDEA Part B final regulations that impact speech-language pathologists or audiologists practicing in a school setting. This document is in the form of a “side-by-side comparison analysis,” comprised of: the 2006 IDEA Part B final regulations; the 1999 IDEA Part B regulations; and ASHA’s summary and impact analysis of the changes. In some cases, there are no corresponding or comparable sections between the 2006 and the 1999 regulations, or the corresponding content has been re-titled or re-numbered. Major changes in the sections are highlighted throughout the document. The complete 2006 IDEA Part B final regulations can be found at http://www.asha.org/about/legislation-advocacy/federal/idea . Each state that receives funds under IDEA Part B must ensure that any state rules, regulations, and policies relating to Part B conform to the federal regulations, which became effective October 13, 2006. Also, a state must identify in writing to its local education agencies (LEAs) and the Secretary of the U.S. Department of Education (ED) any state-imposed requirement that is not required by Part B of the Act and federal regulations. We encourage ASHA members to: be aware of their state regulations, administrative code or equivalent which reflects these federal IDEA Part B final regulations, participate in their state regulatory review process, advocate at the state and local levels on implementation issues of concern, and visit ASHA’s Web site at http://www.asha.org/about/legislation- advocacy/state/ for state contact information. Additional technical assistance materials, including issue briefs on topics such as personnel qualifications, early intervening services, responsiveness-to- intervention, and cochlear implants will be developed and made available to further assist members in the implementation of these regulations. Please address specific questions and comments about the regulations to Catherine Clarke at [email protected] or by phone at 800-498-2071, ext.4159. For practice-related IDEA issues or concerns, contact Kathleen Whitmire by e- mail at [email protected] or by phone at 800-498-2071, ext. 4137.
Transcript of IDEA Part B Final Regulations: A Side-by-Side Comparison ...
IDEA Part B Final Regulations: A Side-by-Side Comparison Analysis
This detailed analysis focuses on select sections of the 2006 IDEA Part B final regulations that impact speech-language pathologists or audiologists practicing in a school setting. This document is in the form of a “side-by-side comparison analysis,” comprised of: the 2006 IDEA Part B final regulations; the 1999 IDEA Part B regulations; and ASHA’s summary and impact analysis of the changes. In some cases, there are no corresponding or comparable sections between the 2006 and the 1999 regulations, or the corresponding content has been re-titled or re-numbered. Major changes in the sections are highlighted throughout the document. The complete 2006 IDEA Part B final regulations can be found at http://www.asha.org/about/legislation-advocacy/federal/idea .
Each state that receives funds under IDEA Part B must ensure that any state rules, regulations, and policies relating to Part B conform to the federal regulations, which became effective October 13, 2006. Also, a state must identify in writing to its local education agencies (LEAs) and the Secretary of the U.S. Department of Education (ED) any state-imposed requirement that is not required by Part B of the Act and federal regulations. We encourage ASHA members to: ü be aware of their state regulations, administrative code or equivalent
which reflects these federal IDEA Part B final regulations,ü participate in their state regulatory review process, ü advocate at the state and local levels on implementation issues of
concern, and ü visit ASHA’s Web site at http://www.asha.org/about/legislation-
advocacy/state/ for state contact information.
Additional technical assistance materials, including issue briefs on topics such as personnel qualifications, early intervening services, responsiveness-to-intervention, and cochlear implants will be developed and made available to further assist members in the implementation of these regulations.
Please address specific questions and comments about the regulations to Catherine Clarke at [email protected] or by phone at 800-498-2071, ext.4159.For practice-related IDEA issues or concerns, contact Kathleen Whitmire by e-mail at [email protected] or by phone at 800-498-2071, ext. 4137.
Table of Contents p. i
Table of Contents Sec. 300.5 Assistive technology device.............................................................................................. 1 Sec. 300.6 Assistive technology service............................................................................................. 1 Sec. 300.8 Child with a disability. ....................................................................................................... 1 Sec. 300.8(c)(9) Other Health Impaired.............................................................................................. 5 Sec. 300.27 Limited English proficient................................................................................................ 7 Sec. 300.29 Native language.............................................................................................................. 7 Sec. 300.34 Related services. ............................................................................................................ 7 Sec. 300.34(b)Related Services Exception ........................................................................................ 7 Sec. 300.34 Related Services (c) (4) Interpreting Services ................................................................ 9 Sec. 300.35 Scientifically Based Research ........................................................................................ 14 Sec. 300.39 Special education. .......................................................................................................... 14 Sec. 300.42 Supplementary aids and services. .................................................................................. 15Sec. 300.43 Transition services.......................................................................................................... 16 Sec. 300.101 Free appropriate public education (FAPE).................................................................... 17 Sec. 300.130 Definition of parentally-placed private school children with
disabilities. ................................................................................................................................ 24 Sec. 300.131 Child find for parentally-placed private school children with
disabilities. ................................................................................................................................ 24 Sec. 300.132 Provision of services for parentally-placed private school
children with disabilities--basic requirement.............................................................................. 26 Sec. 300.133 Expenditures................................................................................................................. 27 Sec. 300.134 Consultation.................................................................................................................. 29 Sec. 300.135 Written affirmation......................................................................................................... 31 Sec. 300.136 Compliance................................................................................................................... 32 Sec. 300.137 Equitable services determined...................................................................................... 32 Sec. 300.138 Equitable services provided.......................................................................................... 34 Sec. 300.139 Location of services and transportation. ....................................................................... 35 Sec. 300.140 Due process complaints and State complaints. ............................................................ 36 Sec. 300.141 Requirement that funds not benefit a private school..................................................... 37 Sec. 300.142 Use of personnel. ......................................................................................................... 38 Sec. 300.144 Property, equipment, and supplies. .............................................................................. 39Sec. 300.145 Applicability of Sec. 300.146 through 300.147.............................................................. 40 Sec. 300.146 Responsibility of SEA. .................................................................................................. 41 Sec. 300.147 Implementation by SEA. ............................................................................................... 41 Sec. 300.148 Placement of children by parents when FAPE is at issue............................................. 42 Sec. 300.402 Implementation by State educational agency. .............................................................. 24 Children With Disabilities Enrolled by Their Parents in Private Schools
Sec. 300.450 Definition of ‘‘private school children with disabilities.’’............................................................................................................................... 27
Sec. 300.451 Child find for private school children with disabilities. ................................................... 27 Sec. 300.452 Provision of services—basic requirement..................................................................... 28 Sec. 300.453 Expenditures................................................................................................................. 28 Sec. 300.454 Services determined. .................................................................................................... 29 Sec. 300.456 Location of services; transportation. ............................................................................. 31Sec. 300.457 Complaints.................................................................................................................... 32 Sec. 300.458 Separate classes prohibited. ........................................................................................ 32
Table of Contents p. ii
Sec. 300.459 Requirement that funds not benefit a private school..................................................... 33 Sec. 300.460 Use of public school personnel. .................................................................................... 33 Sec. 300.462 Requirements concerning property, equipment, and
supplies for the benefit of private school children with disabilities............................................. 34 Sec. 300.138 (a)(1) Equitable services provided. ............................................................................... 32Sec. 300.154 Methods of ensuring services. ...................................................................................... 46 Sec. 300.156 Personnel qualifications............................................................................................... 49 Sec. 300.136 Sec. Personnel standards............................................................................................. 49 Sec. 300.167 State advisory panel. .................................................................................................... 54 Sec. 300.168 Membership.................................................................................................................. 54 Sec. 300.169 Duties. .......................................................................................................................... 55 Sec. 300.650 Establishment of advisory panels. ................................................................................ 56Sec. 300.651 Membership.................................................................................................................. 57 Sec. 300.652 Advisory panel functions............................................................................................... 58 Sec. 300.653 Advisory panel procedures. .......................................................................................... 58 2006 IDEA Part B Final Regulations................................................................................................... 60 SUBPART B ....................................................................................................................................... 60 Sec. 300.172 Access to instructional materials................................................................................... 60 Sec. 300.173 Overidentification and disproportionality. ...................................................................... 63Sec. 300.199 State administration. ..................................................................................................... 64 Sec. 300.110 Condition of assistance................................................................................................ 64 Sec. 300.226 Early intervening services............................................................................................. 65 Sec. 300.302 Screening for instructional purposes is not evaluation.................................................. 67 Sec. 300.303 Reevaluations............................................................................................................... 67 Sec. 300.304 Evaluation procedures. ................................................................................................. 68 Sec. 300.306 Determination of eligibility............................................................................................. 71 Sec. 300.307 Specific learning disabilities.......................................................................................... 72 Sec. 300.308 Additional group members.......................................................................................... 72 Sec. 300.309 Determining the existence of a specific learning disability. ........................................... 73 Sec. 300.541 Criteria for determining the existence of a specific learning
disability. ................................................................................................................................... 73 Sec. 300.307-.300.311 Additional Procedures For Identifying Children
With Specific Learning Disabilities ............................................................................................ 72Sec. 300.310 Observation. ................................................................................................................. 76 Sec. 300.311 Specific documentation for the eligibility determination. ............................................... 77 Sec. 300.543 Written report. ............................................................................................................... 77 Sec. 300.320 Definition of individualized education program. ............................................................ 79 Sec. 300.347 Content of IEP. ............................................................................................................. 79 Sec. 300.321 IEP Team...................................................................................................................... 81 Sec. 300.322 Parent participation....................................................................................................... 85 Sec. 300.324 Development, review, and revision of IEP. ................................................................... 88Sec. 300.502 Independent educational evaluation. ............................................................................ 91 Sec. 300.504 Procedural safeguards notice. ...................................................................................... 93 Sec. 300.505 Electronic mail .............................................................................................................. 93 Sec. 300.380 General CSPD requirements. ....................................................................................... 95Sec. 300.800 - 300.818 Preschool Grants for Children with Disabilities ............................................. 96
ID
EA P
art B
Fin
al Re
gulat
ions
: A S
ide-
by-S
ide C
ompa
rison
Ana
lysis
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
Sec.
300.5
Ass
istive
tech
nolo
gy d
evice
.
Assis
tive t
echn
ology
devic
e mea
ns an
y item
, piec
e of
equip
ment,
or pr
oduc
t sys
tem, w
hethe
r acq
uired
co
mmer
cially
off th
e she
lf, mo
dified
, or c
ustom
ized,
that is
used
to in
creas
e, ma
intain
, or im
prov
e the
fun
ction
al ca
pabil
ities o
f a ch
ild w
ith a
disab
ility.
Th
e ter
m do
es no
t inclu
de a
medic
al de
vice t
hat is
su
rgica
lly im
plante
d, or
the r
eplac
emen
t of s
uch
devic
e. (A
uthor
ity: 2
0 U.S
.C. 1
401(
1))
Sec.
300.5
Ass
istive
tech
nolo
gy d
evice
.
As us
ed in
this
part,
Ass
istive
tech
nolog
y dev
ice
mean
s any
item,
piec
e of e
quipm
ent, o
r pro
duct
syste
m, w
hethe
r acq
uired
comm
ercia
lly of
f the s
helf,
modif
ied, o
r cus
tomize
d, tha
t is us
ed to
incre
ase,
maint
ain, o
r impr
ove t
he fu
nctio
nal c
apab
ilities
of a
child
with
a dis
abilit
y.
(Auth
ority
: 20 U
.S.C
. 140
1(1)
)
Sec.
300.5
Ass
istive
tech
nolo
gy d
evice
This
secti
on re
tains
the c
urre
nt de
finitio
n with
an ad
ded s
tatem
ent
to ad
dres
s the
exem
ption
cons
isten
t with
othe
r per
tinen
t sec
tions
(3
00.34
and 3
00.11
3) in
dicati
ng th
at an
assis
tive t
echn
ology
devic
e do
es no
t inclu
de an
y med
ical d
evice
that
is su
rgica
lly im
plante
d, or
the
repla
ceme
nt of
such
devic
e. Th
e Edu
catio
n dep
artm
ent
expla
ined t
hat in
this
case
, it pe
rtains
to bo
th the
inter
nal im
plante
d po
rtion a
nd th
e exte
rnal
portio
n of th
e dev
ice.
The a
ctual
servi
ces
as ou
tlined
in th
e nex
t sec
tion 3
00.6
rema
in un
chan
ged.
Impli
catio
ns: U
nlike
a he
aring
aid,
which
in so
me ca
ses,
is de
signa
ted as
an as
sistiv
e dev
ice on
IEP’
s, thi
s opti
on is
not
avail
able
for an
impla
nted d
evice
. Spe
cifica
lly in
this
case
, a
coch
lear im
plant.
The
defin
ition d
oes n
ot lim
it the
addit
ion of
othe
r as
sistiv
e dev
ices,
e.g. a
n FM
syste
m to
the C
I.
Sec.
300.6
Ass
istive
tech
nolo
gy se
rvice
. Se
c. 30
0.6 A
ssist
ive te
chno
logy
serv
ice.
Esse
ntial
ly Un
chan
ged
Sec.
300.8
Chi
ld w
ith a
disa
bilit
y.
(a)
Gene
ral.
(1)
Child
with
a dis
abilit
y mea
ns a
child
evalu
ated i
n acc
orda
nce w
ith S
ec. 3
00.30
4 thr
ough
300.3
11 as
havin
g men
tal re
tarda
tion,
a he
aring
impa
irmen
t (inc
luding
deafn
ess),
a sp
eech
or
lang
uage
impa
irmen
t, a vi
sual
impa
irmen
t (in
cludin
g blin
dnes
s), a
serio
usem
otion
al dis
turba
nce(
refer
red t
o in t
his pa
rt as
“emo
tiona
l dis
turba
nce”
), an
ortho
pedic
impa
irmen
t, auti
sm,
Sec.
300.7
Chi
ld w
ith a
disa
bilit
y.
(a
) Gen
eral.
(1) A
s use
d in t
his pa
rt, th
e ter
m ch
ild
with
a disa
bility
mea
ns a
child
evalu
ated i
n ac
cord
ance
with
Sec
s. 30
0.530
-300
.536 a
s hav
ing
menta
l retar
datio
n, a h
earin
g imp
airme
nt inc
luding
de
afnes
s, a s
peec
h or la
ngua
ge im
pairm
ent, a
visu
al im
pairm
ent
includ
ing bl
indne
ss, s
eriou
s emo
tiona
l dist
urba
nce
(her
eafte
r refe
rred t
o as e
motio
nal d
istur
banc
e), a
n
Sec.
300.8
Child
with
a di
sabi
lity
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
traum
atic b
rain
injur
y, an
othe
r hea
lth im
pairm
ent,
a spe
cific
learn
ing di
sabil
ity, d
eaf-b
lindn
ess,
or
multip
le dis
abilit
ies, a
nd w
ho, b
y rea
son t
here
of,
need
s spe
cial e
duca
tion a
nd re
lated
servi
ces.
(2)(i
) Su
bject
to pa
ragr
aph (
a)(2
)(ii) o
f this
secti
on,
if it is
deter
mine
d, thr
ough
an ap
prop
riate
evalu
ation
unde
r Sec
. 300
.304 t
hrou
gh 30
0.311
, tha
t a ch
ild ha
s one
of th
e disa
bilitie
s ide
ntifie
d in
para
grap
h (a)
(1) o
f this
secti
on, b
ut on
ly ne
eds a
re
lated
servi
ce an
d not
spec
ial ed
ucati
on, th
e chil
d is
not a
child
with
a dis
abilit
y und
er th
is pa
rt.
(ii) If
, con
sisten
t with
Sec
. 300
.39(a
)(2),
the re
lated
se
rvice
requ
ired b
y the
child
is co
nside
red s
pecia
l ed
ucati
on ra
ther t
han a
relat
ed se
rvice
unde
r Stat
e sta
ndar
ds, th
e chil
d wou
ld be
deter
mine
d to b
e a
child
with
a dis
abilit
y und
er pa
ragr
aph (
a)(1
) of th
is se
ction
.(b
) Ch
ildre
n age
d thr
ee th
roug
h nine
expe
rienc
ing
deve
lopme
ntal d
elays
. Chil
d with
a dis
abilit
y for
ch
ildre
n age
d thr
ee th
roug
h nine
(or a
ny su
bset
of tha
t age
rang
e, inc
luding
ages
thre
e thr
ough
five)
, ma
y, su
bject
to the
cond
itions
desc
ribed
in S
ec.
300.1
11(b
), inc
lude a
child
-- (1
) W
ho is
expe
rienc
ing de
velop
menta
l dela
ys, a
s de
fined
by th
e Stat
e and
as m
easu
red b
y ap
prop
riate
diagn
ostic
instr
umen
ts an
d pro
cedu
res,
in on
e or m
ore o
f the f
ollow
ing ar
eas:
phys
ical
deve
lopme
nt, co
gnitiv
e dev
elopm
ent,
comm
unica
tion d
evelo
pmen
t, soc
ial or
emoti
onal
deve
lopme
nt, or
adap
tive d
evelo
pmen
t; and
(2
) W
ho, b
y rea
son t
here
of, ne
eds s
pecia
l ed
ucati
on an
d rela
ted se
rvice
s. (c)
Defi
nition
s of d
isabil
ity te
rms.
The
term
s use
d
ortho
pedic
impa
irmen
t, auti
sm, tr
auma
tic br
ain in
jury,
an ot
her h
ealth
impa
irmen
t, a sp
ecific
lear
ning
disab
ility,
deaf-
blind
ness
, or m
ultipl
e disa
bilitie
s, an
d wh
o, by
reas
on th
ereo
f, nee
ds sp
ecial
educ
ation
and
relat
ed se
rvice
s.
(2)(i
) Sub
ject to
para
grap
h (a)
(2)(i
i) of th
is se
ction
, if i
t is de
termi
ned,
throu
gh an
appr
opria
te ev
aluati
on
unde
r Sec
s. 30
0.530
- 300
.536,
that a
child
has o
ne
of the
disa
bilitie
s ide
ntifie
d in p
arag
raph
(a)(1
) of th
is se
ction
, but
only
need
s a re
lated
servi
ce an
d not
spec
ial ed
ucati
on, th
e chil
d is n
ot a c
hild w
ith a
disab
ility u
nder
thi
s par
t.
(ii) If,
cons
isten
t with
Sec
. 300
.26(a
)(2),
the re
lated
se
rvice
requ
ired b
y the
child
is co
nside
red s
pecia
l ed
ucati
on ra
ther t
han a
relat
ed se
rvice
unde
r Stat
e sta
ndar
ds, th
e chil
d wou
ld be
deter
mine
d to b
e a
child
with
a dis
abilit
y und
er pa
ragr
aph (
a)(1
) of th
is se
ction
.
(b) C
hildr
en ag
ed 3
throu
gh 9
expe
rienc
ing
deve
lopme
ntal d
elays
. Th
e ter
m ch
ild w
ith a
disab
ility f
or ch
ildre
n age
d 3
throu
gh 9
may,
at the
disc
retio
n of th
e Stat
e and
LEA
and i
n acc
orda
nce w
ith S
ec. 3
00.31
3, inc
lude a
child
--
(1) W
ho is
expe
rienc
ing de
velop
menta
l dela
ys, a
s de
fined
by th
e Stat
e and
as m
easu
red b
y app
ropr
iate
diagn
ostic
instr
umen
ts an
d pro
cedu
res,
in on
e or
more
of th
e foll
owing
area
s: ph
ysica
l dev
elopm
ent,
cogn
itive d
evelo
pmen
t, com
munic
ation
deve
lopme
nt,
socia
lor
emoti
onal
deve
lopme
nt, or
adap
tive d
evelo
pmen
t; an
d
(2) W
ho, b
y rea
son t
here
of, ne
eds s
pecia
l ed
ucati
on an
d rela
ted se
rvice
s.
(b)h
as be
en ch
ange
d to c
larify
that
the us
e of th
e ter
m “d
evelo
pmen
tal d
elay”
is su
bject
to the
cond
itions
desc
ribed
in
300.1
11(b
) of th
e Act.
A ch
ild w
ith a
disab
ility f
or ch
ildre
n age
d thr
ee th
roug
h nine
(or a
ny
subs
et of
that a
ge ra
nge,
includ
ing ag
es th
ree t
hrou
gh fiv
e), m
ay,
subje
ct to
the co
nditio
ns de
scrib
ed in
300.1
11(b
), inc
lude a
child
¶
who i
s exp
erien
cing d
evelo
pmen
tal de
lays,
as de
fined
by th
e St
ate an
d as m
easu
red b
y app
ropr
iate d
iagno
stic i
nstru
ments
an
d pro
cedu
res,
in on
e or m
ore o
f the f
ollow
ing ar
eas:
phys
ical
deve
lopme
nt, co
gnitiv
e dev
elopm
ent, c
ommu
nicati
on
deve
lopme
nt, so
cial o
r emo
tiona
l dev
elopm
ent, o
r ada
ptive
de
velop
ment,
and
¶wh
o by r
easo
n the
reof,
need
s spe
cial e
duca
tion a
nd re
lated
se
rvice
s.
Also
, stat
es ca
n defi
ne th
e age
rang
e of c
hildr
en el
igible
unde
r this
ca
tegor
y of d
evelo
pmen
tal de
lay. L
EAs a
re no
t req
uired
to ad
opt
and u
se th
e ter
m; ho
weve
r, if a
n LEA
uses
the c
atego
ry of
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
in thi
s defi
nition
of a
child
with
a dis
abilit
y are
de
fined
as fo
llows
:
(1)(i
) Au
tism
mean
s a de
velop
menta
l disa
bility
sig
nifica
ntly a
ffecti
ng ve
rbal
and n
onve
rbal
comm
unica
tion a
nd so
cial in
terac
tion,
gene
rally
ev
ident
befor
e age
thre
e tha
t adv
erse
ly aff
ects
a ch
ild’s
educ
ation
al pe
rform
ance
. Othe
r ch
arac
terist
ics of
ten as
socia
ted w
ith au
tism
are
enga
geme
nt in
repe
titive
activ
ities a
nd st
ereo
typed
mo
veme
nts, r
esist
ance
to en
viron
menta
l cha
nge o
r ch
ange
in da
ily ro
utine
s, an
d unu
sual
resp
onse
s to
sens
ory e
xper
ience
s.
(ii)Au
tism
does
not a
pply
if a ch
ild’s
educ
ation
al pe
rform
ance
is ad
verse
ly aff
ected
prim
arily
be
caus
e the
child
has a
n emo
tiona
l dist
urba
nce,
as
defin
ed in
para
grap
h (c)(
4) of
this
secti
on.
(iii)
A ch
ild w
ho m
anife
sts th
e cha
racte
ristic
s of
autis
m aft
er ag
e thr
ee co
uld be
iden
tified
as ha
ving
autis
m if t
he cr
iteria
in pa
ragr
aph (
c)(1)
(i) of
this
secti
on ar
e sati
sfied
. (2
) De
af-bli
ndne
ss m
eans
conc
omita
nt he
aring
an
d visu
al im
pairm
ents,
the c
ombin
ation
of w
hich
caus
es su
ch se
vere
comm
unica
tion a
nd ot
her
deve
lopme
ntal a
nd ed
ucati
onal
need
s tha
t they
ca
nnot
be ac
comm
odate
d in s
pecia
l edu
catio
n pr
ogra
ms so
lely f
or ch
ildre
n with
deafn
ess o
r ch
ildre
n with
blind
ness
. (3
) De
afnes
s mea
ns a
hear
ing im
pairm
ent th
at is
so se
vere
that
the ch
ild is
impa
ired i
n pro
cess
ing
lingu
istic
infor
matio
n thr
ough
hear
ing, w
ith or
wi
thout
ampli
ficati
on th
at ad
verse
ly aff
ects
a chil
d’s
educ
ation
al pe
rform
ance
. (4
)(i)
Emoti
onal
distur
banc
e mea
ns a
cond
ition
exhib
iting o
ne or
mor
e of th
e foll
owing
(c)
Defi
nition
s of d
isabil
ity te
rms.
The t
erms
used
in
this d
efinit
ion ar
e defi
ned a
s foll
ows:
(1
)(i) A
utism
mea
ns a
deve
lopme
ntal d
isabil
ity
signif
icantl
y affe
cting
verb
al an
d non
verb
al co
mmun
icatio
n and
socia
l inter
actio
n, ge
nera
lly
evide
nt be
fore a
ge 3,
that
adve
rsely
affec
ts a c
hild's
ed
ucati
onal
perfo
rman
ce. O
ther c
hara
cteris
tics o
ften
asso
ciated
with
au
tism
are e
ngag
emen
t in re
petiti
ve ac
tivitie
s and
ste
reoty
ped m
ovem
ents,
resis
tance
to en
viron
menta
l ch
ange
or ch
ange
in da
ily ro
utine
s, an
d unu
sual
resp
onse
s to s
enso
ry ex
perie
nces
. The
term
does
no
t app
ly if a
child
's ed
ucati
onal
perfo
rman
ce is
ad
verse
ly aff
ected
prim
arily
beca
use t
he ch
ild ha
s an
emoti
onal
distur
banc
e, as
defin
ed in
para
grap
h (b)
(4)
of thi
s sec
tion.
(ii)
A ch
ild w
ho m
anife
sts th
e cha
racte
ristic
s of
“auti
sm'' a
fter a
ge 3
could
be di
agno
sed a
s hav
ing
“auti
sm'' i
f the c
riteria
in pa
ragr
aph (
c)(1)
(i) of
this
secti
on ar
e sati
sfied
.
(2) D
eaf-b
lindn
ess m
eans
conc
omita
nt he
aring
an
d visu
al im
pairm
ents,
the c
ombin
ation
of w
hich
caus
es su
ch se
vere
comm
unica
tion a
nd ot
her
deve
lopme
ntal a
nd ed
ucati
onal
need
s tha
t they
ca
nnot
be ac
comm
odate
d in s
pecia
l edu
catio
n pr
ogra
ms so
lely f
or ch
ildre
n with
deafn
ess o
r chil
dren
wi
th bli
ndne
ss.
(3
) Dea
fness
mea
ns a
hear
ing im
pairm
ent th
at is
so se
vere
that
the ch
ild is
impa
ired i
n pro
cess
ing
lingu
istic
infor
matio
n thr
ough
hear
ing, w
ith or
with
out
ampli
ficati
on th
at ad
verse
ly aff
ects
a chil
d's
educ
ation
al pe
rform
ance
.
(4) E
motio
nal d
istur
banc
e is d
efine
d as f
ollow
s:
(i) T
he te
rm m
eans
a co
nditio
n exh
ibitin
g one
or
deve
lopme
ntal d
elay,
the LE
A mu
st co
nform
to bo
th the
Stat
e’s
defin
ition o
f the t
erm
and t
hat a
ge ra
nge t
hat h
as be
en ad
opted
by
the S
tate.
If a s
tate d
oes n
ot ad
opt th
e cate
gory
of de
velop
menta
l de
lay, a
n LEA
may
not u
se th
at ca
tegor
y as t
he ba
sis fo
r es
tablis
hing a
child
’s eli
gibilit
y for
spec
ial ed
ucati
on an
d rela
ted
servi
ces.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
char
acter
istics
over
a lon
g per
iod of
time a
nd to
a ma
rked d
egre
e tha
t adv
erse
ly aff
ects
a chil
d’s
educ
ation
al pe
rform
ance
: (A
) An
inab
ility t
o lea
rn th
at ca
nnot
be ex
plaine
d by
intel
lectua
l, sen
sory,
or he
alth f
actor
s. (B
) An
inab
ility t
o buil
d or m
aintai
n sati
sfacto
ryint
erpe
rsona
l relat
ionsh
ips w
ith pe
ers a
nd
teach
ers.
(C)
Inapp
ropr
iate t
ypes
of be
havio
r or f
eelin
gs
unde
r nor
mal c
ircum
stanc
es.
(D)
A ge
nera
l per
vasiv
e moo
d of u
nhap
pines
s or
depr
essio
n. (E
) A
tende
ncy t
o dev
elop p
hysic
al sy
mptom
s or
fears
asso
ciated
with
perso
nal o
r sch
ool p
roble
ms.
(ii) E
motio
nal d
istur
banc
e inc
ludes
schiz
ophr
enia.
Th
e ter
m do
es no
t app
ly to
child
ren w
ho ar
e so
cially
mala
djuste
d, un
less i
t is de
termi
ned t
hat
they h
ave a
n emo
tiona
l dist
urba
nce u
nder
pa
ragr
aph (
c)(4)
(i) of
this
secti
on.
(5)
Hear
ing im
pairm
ent m
eans
an im
pairm
ent in
he
aring
, whe
ther p
erma
nent
or flu
ctuati
ng, th
at ad
verse
ly aff
ects
a chil
d’s ed
ucati
onal
perfo
rman
ce
but th
at is
not in
clude
d und
er th
e defi
nition
of
deafn
ess i
n this
secti
on.
(6)
Menta
l retar
datio
n mea
ns si
gnific
antly
su
bave
rage
gene
ral in
tellec
tual fu
nctio
ning,
exist
ing co
ncur
rentl
y with
defic
its in
adap
tive
beha
vior a
nd m
anife
sted d
uring
the d
evelo
pmen
tal
perio
d tha
t adv
erse
ly aff
ects
a chil
d’s ed
ucati
onal
perfo
rman
ce.
(7)
Multip
le dis
abilit
ies m
eans
conc
omita
nt im
pairm
ents
(such
as m
ental
retar
datio
n-bli
ndne
ss
or m
ental
retar
datio
n-or
thope
dic im
pairm
ent),
the
comb
inatio
n of w
hich c
ause
s suc
h sev
ere
educ
ation
al ne
eds t
hat th
ey ca
nnot
be
more
of th
e foll
owing
char
acter
istics
over
a lon
g pe
riod o
f time
and t
o a m
arke
d deg
ree t
hat a
dver
sely
affec
ts a c
hild's
educ
ation
al pe
rform
ance
:
(A) A
n ina
bility
to le
arn t
hat c
anno
t be e
xplai
ned b
y int
ellec
tual, s
enso
ry, or
healt
h fac
tors.
(B
) An i
nabil
ity to
build
or m
aintai
n sati
sfacto
ry int
erpe
rsona
l relat
ionsh
ips w
ith pe
ers a
nd te
ache
rs.
(C
) Ina
ppro
priat
e typ
es of
beha
vior o
r fee
lings
un
der n
orma
l circ
umsta
nces
.
(D) A
gene
ral p
erva
sive m
ood o
f unh
appin
ess o
r de
pres
sion.
(E
) A te
nden
cy to
deve
lop ph
ysica
l sym
ptoms
or
fears
asso
ciated
with
perso
nal o
r sch
ool p
roble
ms.
(ii)
The
term
inclu
des s
chizo
phre
nia. T
he te
rm
does
not a
pply
to ch
ildre
n who
are s
ocial
ly ma
ladjus
ted, u
nless
it is
deter
mine
d tha
t they
have
an
emoti
onal
distur
banc
e.
(5) H
earin
g imp
airme
nt me
ans a
n imp
airme
nt in
hear
ing, w
hethe
r per
mane
nt or
fluctu
ating
, that
adve
rsely
affec
ts a c
hild's
educ
ation
al pe
rform
ance
bu
t that
is no
t inclu
ded u
nder
the d
efinit
ion of
de
afnes
s in t
his se
ction
.
(6) M
ental
retar
datio
n mea
ns si
gnific
antly
su
bave
rage
gene
ral in
tellec
tual fu
nctio
ning,
exist
ing
conc
urre
ntly w
ith de
ficits
in ad
aptiv
e beh
avior
and
manif
ested
durin
g the
deve
lopme
ntal p
eriod
that
adve
rsely
affec
ts a c
hild's
educ
ation
al pe
rform
ance
.
(7) M
ultipl
e disa
bilitie
s mea
ns co
ncom
itant
impa
irmen
ts (su
ch as
men
tal re
tarda
tion-
blind
ness
, me
ntal re
tarda
tion-
ortho
pedic
impa
irmen
t, etc.
), the
co
mbina
tion o
f whic
h cau
ses s
uch s
ever
e ed
ucati
onal
need
s tha
t they
cann
ot be
ac
comm
odate
d in s
pecia
l edu
catio
n pro
gram
s sole
ly for
one o
f the i
mpair
ments
. The
term
does
not in
clude
de
af-bli
ndne
ss.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
acco
mmod
ated i
n spe
cial e
duca
tion p
rogr
ams
solel
y for
one o
f the i
mpair
ments
. Mult
iple
disab
ilities
does
not in
clude
deaf-
blind
ness
. (8
) Or
thope
dic im
pairm
ent m
eans
a se
vere
or
thope
dic im
pairm
ent th
at ad
verse
ly aff
ects
a ch
ild’s
educ
ation
al pe
rform
ance
. The
term
inc
ludes
impa
irmen
ts ca
used
by a
cong
enita
l an
omaly
, impa
irmen
ts ca
used
by di
seas
e (e.g
., po
liomy
elitis
, bon
e tub
ercu
losis)
, and
impa
irmen
ts fro
m oth
er ca
uses
(e.g.
, cer
ebra
l pals
y, am
putat
ions,
and f
ractu
res o
r bur
ns th
at ca
use
contr
actur
es).
(9)
Othe
r hea
lth im
pairm
ent m
eans
havin
g lim
ited
stren
gth, v
itality
, or a
lertne
ss, in
cludin
g a
heigh
tened
aler
tness
to en
viron
menta
l stim
uli, th
at re
sults
in lim
ited a
lertne
ss w
ith re
spec
t to th
e ed
ucati
onal
envir
onme
nt, th
at--
(i) Is
due t
o chr
onic
or ac
ute he
alth p
roble
ms su
ch
as as
thma,
atten
tion d
eficit
diso
rder
or at
tentio
n de
ficit h
yper
activ
ity di
sord
er, d
iabete
s, ep
ileps
y, a
hear
t con
dition
, hem
ophil
ia, le
ad po
isonin
g, leu
kemi
a, ne
phriti
s, rh
euma
tic fe
ver,
sickle
cell
anem
ia, an
d Tou
rette
synd
rome
; and
(ii)
Adv
erse
ly aff
ects
a chil
d’s ed
ucati
onal
perfo
rman
ce.
(10)
Spe
cific
learn
ing di
sabil
ity.
(i) G
ener
al. S
pecif
ic lea
rning
disa
bility
mea
ns a
disor
der in
oneo
r mor
e of th
e bas
ic ps
ycho
logica
l pr
oces
ses i
nvolv
ed in
unde
rstan
ding o
r in us
ing
langu
age,
spok
en or
writt
en, th
at ma
y man
ifest
itself
in th
e imp
erfec
t abil
ity to
listen
, think
, spe
ak,
read
, write
, spe
ll, or
to do
math
emati
cal
calcu
lation
s, inc
luding
cond
itions
such
as
perce
ptual
disab
ilities
, bra
in inj
ury,
minim
al br
ain
dysfu
nctio
n, dy
slexia
, and
deve
lopme
ntal a
phas
ia.
(8
) Orth
oped
ic im
pairm
ent m
eans
a se
vere
or
thope
dic im
pairm
ent th
at ad
verse
ly aff
ects
a chil
d's
educ
ation
al pe
rform
ance
. The
term
inclu
des
impa
irmen
ts ca
used
by co
ngen
ital a
noma
ly (e
.g.,
clubfo
ot, ab
senc
e of s
ome m
embe
r, etc
.),
impa
irmen
ts ca
used
by di
seas
e (e.g
., poli
omye
litis,
bone
tube
rculos
is, et
c.), a
nd im
pairm
ents
from
other
ca
uses
(e.g.
, cer
ebra
l pals
y, am
putat
ions,
and
fractu
res o
r bur
ns th
at ca
use c
ontra
cture
s).
(9
) Othe
r hea
lth im
pairm
ent m
eans
havin
g lim
ited
stren
gth, v
itality
or al
ertne
ss, in
cludin
g a he
ighten
ed
alertn
ess t
o env
ironm
ental
stim
uli, th
at re
sults
in
limite
d aler
tness
with
resp
ect to
the e
duca
tiona
l en
viron
ment,
that-
(i) Is
due t
o chr
onic
or ac
ute he
alth p
roble
ms su
ch
as as
thma,
atten
tion d
eficit
diso
rder
or at
tentio
n de
ficit h
yper
activ
ity di
sord
er, d
iabete
s, ep
ileps
y, a
hear
t con
dition
, hem
ophil
ia, le
ad po
isonin
g, leu
kemi
a, ne
phriti
s, rh
euma
tic fe
ver,
and s
ickle
cell
anem
ia; an
d
(ii) A
dver
sely
affec
ts a c
hild's
educ
ation
al pe
rform
ance
. (
10) S
pecif
ic lea
rning
disa
bility
is de
fined
as
follow
s:
(i) G
ener
al. T
he te
rm m
eans
a dis
orde
r in on
e or
more
of th
e bas
ic ps
ycho
logica
l pro
cess
es in
volve
d in
unde
rstan
ding o
r in us
ing la
ngua
ge, s
poke
n or
writte
n, tha
t may
man
ifest
itself
in an
impe
rfect
abilit
y to
listen
, think
, spe
ak, r
ead,
write
, spe
ll, or
to do
ma
thema
tical
calcu
lation
s, inc
luding
cond
itions
such
as
perce
ptual
disab
ilities
, bra
in inj
ury,
minim
al br
ain
dysfu
nctio
n, dy
slexia
, and
deve
lopme
ntal a
phas
ia.
(ii)
Diso
rder
s not
includ
ed. T
he te
rm do
es no
t inc
lude l
earn
ing pr
oblem
s tha
t are
prim
arily
the r
esult
of
visua
l, hea
ring,
or m
otor d
isabil
ities,
of me
ntal
Sec.
300.8
(c)(9
) Oth
er H
ealth
Impa
ired
In its
disc
ussio
n sec
tion,
ED st
ated t
hat it
decli
ned t
o inc
lude
dysp
hagia
and o
ther o
rgan
ic ne
urolo
gical
disor
ders
in the
defin
ition
of oth
er he
alth i
mpair
ment
beca
use t
hese
cond
itions
are c
ommo
nly
unde
rstoo
d to b
e hea
lth im
pairm
ents.
ED
notes
that
the lis
t of
cond
itions
in th
e defi
nition
is no
t exh
austi
ve, b
ut ra
ther p
rovid
es
exam
ples.
Impli
catio
ns: M
embe
rs ad
voca
ting f
or dy
spha
gia se
rvice
s at th
e St
ate or
loca
l leve
l may
wish
to re
fer to
ED’
s disc
ussio
n for
supp
ort.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
(ii)
Diso
rder
s not
includ
ed. S
pecif
ic lea
rning
dis
abilit
y doe
s not
includ
e lea
rning
prob
lems t
hat
are p
rimar
ily th
e res
ult of
visu
al, he
aring
, or m
otor
disab
ilities
, of m
ental
retar
datio
n, of
emoti
onal
distur
banc
e, or
of en
viron
menta
l, cult
ural,
or
econ
omic
disad
vanta
ge.
(11)
Spe
ech o
r lang
uage
impa
irmen
t mea
ns a
comm
unica
tion d
isord
er, s
uch a
s stut
tering
, im
paire
d artic
ulatio
n, a l
angu
age i
mpair
ment,
or a
voice
impa
irmen
t, tha
t adv
erse
ly aff
ects
a chil
d’s
educ
ation
al pe
rform
ance
.
(12)
Tra
umati
c bra
in inj
ury m
eans
an ac
quire
d inj
ury t
o the
brain
caus
ed by
an ex
terna
l phy
sical
force
, res
ulting
in to
tal or
partia
l func
tiona
l disa
bility
or
psyc
hoso
cial im
pairm
ent, o
r both
, that
adve
rsely
affec
ts a c
hild’s
educ
ation
al pe
rform
ance
. Tr
auma
tic br
ain in
jury a
pplie
s to o
pen o
r clos
ed
head
injur
ies re
sultin
g in i
mpair
ments
in on
e or
more
area
s, su
ch as
cogn
ition;
langu
age;
memo
ry;
atten
tion;
reas
oning
; abs
tract
think
ing; ju
dgme
nt;
prob
lem-so
lving
; sen
sory,
perce
ptual,
and m
otor
abilit
ies; p
sych
osoc
ial be
havio
r; ph
ysica
l func
tions
; inf
orma
tion p
roce
ssing
; and
spee
ch. T
raum
atic
brain
injur
y doe
s not
apply
to br
ain in
juries
that
are
cong
enita
l or d
egen
erati
ve, o
r to b
rain
injur
ies
induc
ed by
birth
trau
ma.
(13)
Visu
al im
pairm
ent in
cludin
g blin
dnes
s mea
ns
an im
pairm
ent in
visio
n tha
t, eve
n with
corre
ction
, ad
verse
ly aff
ects
a chil
d’s ed
ucati
onal
perfo
rman
ce. T
he te
rm in
clude
s both
partia
l sigh
t an
d blin
dnes
s. (A
uthor
ity: 2
0 U.S
.C. 1
401(
3); 1
401(
30))
retar
datio
n, of
emoti
onal
distur
banc
e, or
of
envir
onme
ntal, c
ultur
al, or
econ
omic
disad
vanta
ge.
(11
) Spe
ech o
r lang
uage
impa
irmen
t mea
ns a
comm
unica
tion d
isord
er, s
uch a
s stut
tering
, impa
ired
artic
ulatio
n, a l
angu
age i
mpair
ment,
or a
voice
im
pairm
ent, t
hat a
dver
sely
affec
ts a c
hild's
ed
ucati
onal
perfo
rman
ce.
(1
2) T
raum
atic b
rain
injur
y mea
ns an
acqu
ired
injur
y to t
he br
ain ca
used
by an
exter
nal p
hysic
al for
ce, r
esult
ing in
total
or pa
rtial fu
nctio
nal d
isabil
ity
or ps
ycho
socia
l impa
irmen
t, or b
oth, th
at ad
verse
ly aff
ects
a chil
d's ed
ucati
onal
perfo
rman
ce. T
he te
rm
appli
es to
open
or cl
osed
head
injur
ies re
sultin
g in
impa
irmen
ts in
one o
r mor
e are
as, s
uch a
s cog
nition
; lan
guag
e; me
mory;
atten
tion;
reas
oning
; abs
tract
think
ing; ju
dgme
nt; pr
oblem
-solvi
ng; s
enso
ry,
perce
ptual,
and m
otor a
bilitie
s; ps
ycho
socia
l be
havio
r; ph
ysica
l func
tions
; infor
matio
n pro
cess
ing;
and s
peec
h. Th
e ter
m do
es no
t app
ly to
brain
injur
ies
that a
re co
ngen
ital o
r deg
ener
ative
, or t
o bra
in inj
uries
indu
ced b
y birth
trau
ma.
(1
3) V
isual
impa
irmen
t inclu
ding b
lindn
ess m
eans
an
impa
irmen
t in vi
sion t
hat, e
ven w
ith co
rrecti
on,
adve
rsely
affec
ts a c
hild's
educ
ation
al pe
rform
ance
. Th
e ter
m inc
ludes
both
partia
l sigh
t and
blind
ness
. (A
uthor
ity: 2
0 U.S
.C. 1
401(
3)(A
) and
(B);
1401
(26)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
Sec.
300.2
7 Lim
ited
Engl
ish p
rofic
ient.
Limite
d Eng
lish p
rofic
ient h
as th
e mea
ning g
iven
the te
rm in
secti
on 91
01(2
5) of
the E
SEA.
(A
uthor
ity: 2
0 U.S
.C. 1
401(
18))
No C
ompa
rabl
e Pro
visio
n
Sec.
300.2
7 Lim
ited
Engl
ish P
rofic
ient
The r
egula
tions
refer
to th
e defi
nition
defin
ed in
the E
SEA.
In th
e dis
cuss
ion se
ction
, the e
xact
langu
age i
s outl
ined.
The
disc
ussio
n als
o ind
icated
that
each
state
is re
spon
sible
for de
termi
ning t
he
quali
ficati
ons o
f bilin
gual
perso
nnel
and i
nterp
reter
s for
child
ren w
ith
limite
d Eng
lish p
rofic
iency
.
Sec.
300.2
9 Nat
ive la
ngua
ge.
Sec.
300.1
9 Nat
ive la
ngua
ge.
Esse
ntial
ly Un
chan
ged
Sec.
300.3
4 Rela
ted
serv
ices.
(a)
Gene
ral .
Relat
ed se
rvice
s mea
ns
trans
porta
tion a
nd su
ch de
velop
menta
l, cor
recti
ve,
and o
ther s
uppo
rtive s
ervic
es as
are r
equir
ed to
as
sist a
child
with
a dis
abilit
y to b
enefi
t from
spec
ial
educ
ation
, and
inclu
des s
peec
h-lan
guag
e pa
tholog
y and
audio
logy s
ervic
es, in
terpr
eting
se
rvice
s, ps
ycho
logica
l ser
vices
, phy
sical
and
occu
patio
nal th
erap
y, re
creati
on, in
cludin
g the
rape
utic r
ecre
ation
, ear
ly ide
ntific
ation
and
asse
ssme
nt of
disab
ilities
in ch
ildre
n, co
unse
ling
servi
ces,
includ
ing re
habil
itatio
n cou
nseli
ng,
orien
tation
and m
obilit
y ser
vices
, and
med
ical
servi
ces f
or di
agno
stic o
r eva
luatio
n pur
pose
s.
Relat
ed se
rvice
s also
inclu
de sc
hool
healt
h se
rvice
s and
scho
ol nu
rse se
rvice
s, so
cial w
ork
servi
ces i
n sch
ools,
and p
aren
t cou
nseli
ng an
d tra
ining
. (b)
Exce
ption
; ser
vices
that
apply
to
child
ren w
ith su
rgica
lly im
plante
d dev
ices,
includ
ing
Sec.
300.2
4 Rela
ted
serv
ices.
(a
) Gen
eral.
As u
sed i
n this
part,
the t
erm
relat
ed
servi
ces m
eans
tran
spor
tation
and s
uch
deve
lopme
ntal, c
orre
ctive
, and
othe
r sup
portiv
e se
rvice
s as a
re re
quire
d to a
ssist
a ch
ild w
ith a
disab
ility t
o ben
efit fr
om sp
ecial
educ
ation
, and
inc
ludes
spee
ch-la
ngua
ge p
atholo
gy an
d aud
iolog
y se
rvice
s, ps
ycho
logica
l ser
vices
, phy
sical
and
occu
patio
nal th
erap
y, re
creati
on, in
cludin
g the
rape
utic
recre
ation
, ear
ly ide
ntific
ation
and a
sses
smen
t of
disab
ilities
in ch
ildre
n, co
unse
ling s
ervic
es, in
cludin
g re
habil
itatio
n cou
nseli
ng, o
rienta
tion a
nd m
obilit
y se
rvice
s, an
d med
ical s
ervic
es fo
r diag
nosti
c or
evalu
ation
purp
oses
. The
term
also
inclu
des s
choo
l he
alth s
ervic
es,
socia
l wor
k ser
vices
in sc
hools
, and
pare
nt co
unse
ling a
nd tr
aining
.
(b) I
ndivi
dual
terms
defin
ed. T
he te
rms u
sed i
n this
de
finitio
n are
defin
ed as
follo
ws:
Sec.
300.3
4(b)
Relat
ed S
ervic
es E
xcep
tion
The r
egula
tions
adde
d sec
tion “
(b) E
xcep
tion;
servi
ces t
hat a
pply
to ch
ildre
n with
surg
ically
impla
nted d
evice
s, inc
luding
coch
lear
impla
nts,”
and c
larifie
s tha
t rela
ted se
rvice
s do n
ot inc
lude t
he
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
coch
lear im
plants
. (1
) Re
lated
servi
ces d
o not
includ
e a
medic
al de
vice t
hat is
surg
ically
impla
nted,
the
optim
izatio
n of th
at de
vice’s
func
tionin
g (e.g
., ma
pping
), ma
inten
ance
of th
at de
vice,
or th
e re
place
ment
of tha
t dev
ice.
(2)
Nothi
ng in
para
grap
h (b)
(1) o
f this
secti
on--
(i) L
imits
the r
ight o
f a ch
ild w
ith a
surg
ically
impla
nted d
evice
(e.g.
, coc
hlear
impla
nt)
to re
ceive
relat
ed se
rvice
s (as
listed
in pa
ragr
aph
(a) o
f this
secti
on) t
hat a
re de
termi
ned b
y the
IEP
Team
to be
nece
ssar
y for
the c
hild t
o rec
eive
FAPE
.(ii)
Lim
its th
e res
pons
ibility
of a
publi
c ag
ency
to ap
prop
riatel
y mon
itor a
nd m
aintai
n me
dical
devic
es th
at ar
e nee
ded t
o main
tain t
he
healt
h and
safet
y of th
e chil
d, inc
luding
brea
thing
, nu
trition
, or o
pera
tion o
f othe
r bod
ily fu
nctio
ns,
while
the c
hild i
s tra
nspo
rted t
o and
from
scho
ol or
is
at sc
hool;
or
(iii)
Prev
ents
the ro
utine
chec
king o
f an
exter
nal c
ompo
nent
of a s
urgic
ally-i
mplan
ted
devic
e to m
ake s
ure i
t is fu
nctio
ning p
rope
rly, a
s re
quire
d in S
ec. 3
00.11
3(b)
. (c)
Indiv
idual
relat
ed se
rvice
s ter
ms
defin
ed. T
he te
rms u
sed i
n this
defin
ition a
re
defin
ed as
follo
ws:
((1)
Audio
logy i
nclud
es--
(i) Id
entifi
catio
n of c
hildr
en w
ith he
aring
los
s;(ii)
Dete
rmina
tion o
f the r
ange
, natu
re,
and d
egre
e of h
earin
g los
s, inc
luding
refer
ral fo
r me
dical
or ot
her p
rofes
siona
l atte
ntion
for t
he
habil
itatio
n of h
earin
g; (iii
) Pr
ovisi
on of
habil
itativ
e acti
vities
,
(1) A
udiol
ogy i
nclud
es--
(i)
Iden
tifica
tion o
f chil
dren
with
hear
ing lo
ss;
(ii)
Dete
rmina
tion o
f the r
ange
, natu
re, a
nd de
gree
of
hear
ing lo
ss, in
cludin
g refe
rral fo
r med
ical o
r othe
r pr
ofess
ional
atten
tion f
or th
e hab
ilitati
on of
hear
ing;
(iii
) Pro
vision
of ha
bilita
tive a
ctivit
ies, s
uch a
s lan
guag
e ha
bilita
tion,
audit
ory t
raini
ng, s
peec
h rea
ding (
lip-
read
ing),
hear
ing ev
aluati
on, a
nd sp
eech
co
nser
vatio
n;
(iv) C
reati
on an
d adm
inistr
ation
of pr
ogra
ms fo
r pr
even
tion o
f hea
ring l
oss;
(v)
Cou
nseli
ng an
d guid
ance
of ch
ildre
n, pa
rents
, an
d tea
cher
s reg
ardin
g hea
ring l
oss;
and
(vi
) Dete
rmina
tion o
f chil
dren
's ne
eds f
or gr
oup
optim
izatio
n of th
e dev
ice’s
functi
oning
, e.g.
map
ping,
maint
enan
ce
or re
place
ment.
A ne
w se
ction
(b)(2
) was
then
also
adde
d to m
ake
clear
that
nothi
ng in
secti
on (b
) pre
clude
s this
child
with
a su
rgica
lly
impla
nted d
evice
from
rece
iving
a re
lated
servi
ce as
deter
mine
d by
the IE
P tea
m or
limits
the r
espo
nsibi
lity of
a pu
blic a
genc
y to
appr
opria
tely m
onito
r and
main
tain m
edica
l dev
ices t
hat a
re ne
eded
to
maint
ain th
e hea
lth of
the c
hild o
r to p
reve
nt the
routi
ne ch
eckin
g of
an ex
terna
l com
pone
nt of
a sur
gicall
y imp
lanted
devic
e to a
ssur
e tha
t it is
wor
king p
rope
rly.
In the
disc
ussio
n ED
made
it cle
ar th
at the
exclu
sion o
f map
ping a
s a r
elated
servi
ce is
not in
tende
d to d
eny a
child
with
a dis
abilit
y as
sistiv
e tec
hnolo
gy, e
.g. an
FM
syste
m, pr
oper
clas
sroom
ac
ousti
cal m
odific
ation
s or r
outin
e che
cking
of su
ch de
vice.
Neit
her
does
this
exce
ption
prec
lude a
child
with
a co
chlea
r impla
nt fro
m re
ceivi
ng r
elated
servi
ces (
e.g. s
peec
h, au
diolog
y, lan
guag
e and
/or
inter
preti
ng se
rvice
s) tha
t are
nece
ssar
y to b
enefi
t from
spec
ial
educ
ation
as de
termi
ned b
y the
IEP
team.
Impli
catio
ns: T
his cl
arific
ation
mak
es cl
ear t
he ex
pecta
tions
of th
e dis
trict r
e: ma
pping
. It a
lso cl
early
state
s tha
t the c
hild w
ith an
im
planta
ble de
vice h
as th
e sam
e righ
ts to
spee
ch th
erap
y, lan
guag
e inte
rventi
on, a
udito
ry tra
ining
, spe
echr
eadin
g tra
ining
etc
as a
child
who
was
deaf
or ha
rd of
hear
ing an
d use
d a he
aring
aid
or as
sistiv
e tec
hnolo
gy.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
such
as la
ngua
ge ha
bilita
tion,
audit
ory t
raini
ng,
spee
ch re
ading
(lip-
read
ing),
hear
ing ev
aluati
on,
and s
peec
h con
serva
tion;
(iv)
Crea
tion a
nd ad
minis
tratio
n of
prog
rams
for p
reve
ntion
of he
aring
loss
; (v)
Cou
nseli
ng an
d guid
ance
of ch
ildre
n, pa
rents
, and
teac
hers
rega
rding
hear
ing lo
ss; a
nd
(vi)
Deter
mina
tion o
f chil
dren
's ne
eds f
or
grou
p and
indiv
idual
ampli
ficati
on, s
electi
ng an
d fitt
ing an
appr
opria
te aid
, and
evalu
ating
the
effec
tiven
ess o
f amp
lifica
tion.
(2)
Coun
selin
g ser
vices
mea
ns se
rvice
s pr
ovide
d by q
ualifi
ed so
cial w
orke
rs, ps
ycho
logist
s, gu
idanc
e cou
nselo
rs, or
othe
r qua
lified
perso
nnel.
(3
) Ea
rly id
entifi
catio
n and
asse
ssme
nt of
disab
ilities
in ch
ildre
n mea
ns th
e imp
lemen
tation
of
a for
mal p
lan fo
r iden
tifying
a dis
abilit
y as e
arly
as
poss
ible i
n a ch
ild’s
life.
(4)
Inter
preti
ng se
rvice
s inc
ludes
--
(i) T
he fo
llowi
ng, w
hen u
sed w
ith re
spec
t to
child
ren w
ho ar
e dea
f or h
ard o
f hea
ring:
Ora
l tra
nslite
ratio
n ser
vices
, cue
d lan
guag
e tra
nslite
ratio
n ser
vices
, sign
lang
uage
tra
nslite
ratio
n and
inter
preti
ng se
rvice
s, an
d tra
nscri
ption
servi
ces,
such
as co
mmun
icatio
n ac
cess
real-
time t
rans
lation
(CAR
T), C
-Prin
t, and
Ty
peW
ell; a
nd
(ii) S
pecia
l inter
preti
ng se
rvice
s for
ch
ildre
n who
are d
eaf-b
lind.
(5)
Medic
al se
rvice
s mea
ns se
rvice
s pr
ovide
d by a
licen
sed p
hysic
ian to
deter
mine
a ch
ild’s
medic
ally r
elated
disa
bility
that
resu
lts in
the
child
’s ne
ed fo
r spe
cial e
duca
tion a
nd re
lated
se
rvice
s. (6)
Occu
patio
nal th
erap
y -- (i)
Mea
ns
and i
ndivi
dual
ampli
ficati
on, s
electi
ng an
d fitti
ng an
ap
prop
riate
aid, a
nd ev
aluati
ng th
e effe
ctive
ness
of
ampli
ficati
on.
(2
) Cou
nseli
ng se
rvice
s mea
ns se
rvice
s pro
vided
by
quali
fied s
ocial
wor
kers,
psyc
holog
ists,
guida
nce
coun
selor
s, or
othe
r qua
lified
perso
nnel.
(3
) Ear
ly ide
ntific
ation
and a
sses
smen
t of
disab
ilities
in ch
ildre
n mea
ns th
e imp
lemen
tation
of a
forma
l plan
for id
entify
ing a
disab
ility a
s ear
ly as
po
ssibl
e in a
child
's life
.
(4) M
edica
l ser
vices
mea
ns se
rvice
s pro
vided
by a
licen
sed p
hysic
ian to
deter
mine
a ch
ild's
medic
ally
relat
ed di
sabil
ity th
at re
sults
in th
e chil
d's ne
ed fo
r sp
ecial
educ
ation
and r
elated
servi
ces.
(5
) Occ
upati
onal
thera
py--
(i)
Mea
ns se
rvice
s pro
vided
by a
quali
fied
occu
patio
nal th
erap
ist; a
nd
(ii)
Inclu
des--
(A) I
mpro
ving,
deve
loping
or re
storin
g fun
ction
s im
paire
d or lo
st thr
ough
illne
ss, in
jury,
or de
priva
tion;
(B
) Imp
rovin
g abil
ity to
perfo
rm ta
sks f
or
indep
ende
nt fun
ction
ing if
functi
ons a
re im
paire
d or
lost; a
nd
(C
) Pre
venti
ng, th
roug
h ear
ly int
erve
ntion
, initia
l or
furthe
r impa
irmen
t or lo
ss of
func
tion.
(6
) Orie
ntatio
n and
mob
ility s
ervic
es--
(i)
Mea
ns se
rvice
s pro
vided
to bl
ind or
visu
ally
impa
ired s
tuden
ts by
quali
fied p
erso
nnel
to en
able
those
stud
ents
to att
ain sy
stema
tic or
ientat
ion to
and
safe
move
ment
withi
n the
ir env
ironm
ents
in sc
hool,
ho
me, a
nd co
mmun
ity; a
nd (ii
) Inc
ludes
teac
hing
stude
nts th
e foll
owing
, as a
ppro
priat
e:
(A) S
patia
l and
envir
onme
ntal c
once
pts an
d use
of
Sec.
300.3
4 Rela
ted
Serv
ices (
c) (4
) Int
erpr
etin
g Se
rvice
s
This
is a n
ew se
ction
on in
terpr
eting
servi
ces f
or th
e chil
d who
is
deaf
or ha
rd of
hear
ing. T
he de
finitio
n on i
nterp
retin
g ser
vices
wh
ile br
oad,
does
list s
pecif
ic me
thods
of in
terpr
eting
as w
ell as
lis
ting t
rans
cripti
on se
rvice
s. Th
is de
finitio
n doe
s refe
r to s
ervic
es
for ch
ildre
n with
hear
ing lo
ss, h
owev
er, E
D cla
rified
in its
disc
ussio
n re
quire
ments
to pr
ovide
servi
ces t
o stud
ents
who a
re lim
ited
Engli
sh pr
oficie
nt by
citin
g sev
eral
refer
ence
s, inc
luding
Dep
artm
ent
polic
y mem
oran
da.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
servi
ces p
rovid
ed by
a qu
alifie
d occ
upati
onal
thera
pist; a
nd
(ii) In
clude
s--
(A)
Impr
oving
, dev
elopin
g, or
resto
ring
functi
ons i
mpair
ed or
lost
throu
gh ill
ness
, injur
y, or
de
priva
tion; (B
) Im
prov
ing ab
ility t
o per
form
tasks
for
indep
ende
nt fun
ction
ing if
functi
ons a
re im
paire
d or
lost; a
nd (C
) Pr
even
ting,
throu
gh ea
rly
inter
venti
on, in
itial o
r fur
ther im
pairm
ent o
r loss
of
functi
on. (7
) Or
ientat
ion an
d mob
ility s
ervic
es--
(i)
Mean
s ser
vices
prov
ided t
o blin
d or v
isuall
y im
paire
d chil
dren
by qu
alifie
d per
sonn
el to
enab
le tho
se st
uden
ts to
attain
syste
matic
orien
tation
to
and s
afe m
ovem
ent w
ithin
their e
nviro
nmen
ts in
scho
ol, ho
me, a
nd co
mmun
ity; a
nd
(ii) In
clude
s tea
ching
child
ren t
he
follow
ing, a
s app
ropr
iate:
(A)
Spati
al an
d env
ironm
ental
conc
epts
and u
se of
infor
matio
n rec
eived
by th
e sen
ses
(such
as so
und,
tempe
ratur
e and
vibr
ation
s) to
estab
lish,
maint
ain, o
r reg
ain or
ientat
ion an
d line
of
trave
l (e.g.
, usin
g sou
nd at
a tra
ffic lig
ht to
cross
the
stre
et); (B)
To us
e the
long
cane
or a
servi
ce
anim
al to
supp
lemen
t visu
al tra
vel s
kills
or as
a too
l for
safel
y neg
otiati
ng th
e env
ironm
ent fo
r chil
dren
wi
th no
avail
able
trave
l visi
on;
(C)
To un
derst
and a
nd us
e rem
aining
vis
ion an
d dist
ance
low
vision
aids
; and
(D
) Ot
her c
once
pts, te
chniq
ues,
and
tools.
(8
)(i)
Pare
nt co
unse
ling a
nd tr
aining
infor
matio
n rec
eived
by th
e sen
ses (
such
as so
und,
tempe
ratur
e and
vibr
ation
s) to
estab
lish,
maint
ain, o
r re
gain
orien
tation
and l
ine of
trav
el (e
.g.,
using
soun
d at a
traff
ic lig
ht to
cross
the s
treet)
;
(B) T
o use
the l
ong c
ane t
o sup
pleme
nt vis
ual
trave
l skil
ls or
as a
tool fo
r safe
ly ne
gotia
ting t
he
envir
onme
nt for
stud
ents
with
no av
ailab
le tra
vel
vision
;
(C) T
o und
ersta
nd an
d use
rema
ining
visio
n and
dis
tance
low
vision
aids
; and
(D)
Othe
r con
cepts
, tech
nique
s, an
d too
ls.
(7
) Par
ent c
ouns
eling
and t
raini
ng m
eans
--
(i) A
ssist
ing pa
rents
in un
derst
andin
g the
spec
ial
need
s of th
eir ch
ild;
(ii)
Pro
viding
pare
nts w
ith in
forma
tion a
bout
child
de
velop
ment;
and
(iii
) Help
ing pa
rents
to ac
quire
the n
eces
sary
skills
tha
t will
allow
them
to su
ppor
t the i
mplem
entat
ion of
the
ir chil
d's IE
P or
IFSP
.
(8) P
hysic
al the
rapy
mea
ns se
rvice
s pro
vided
by a
quali
fied p
hysic
al the
rapis
t.
(9) P
sych
ologic
al se
rvice
s inc
ludes
--
(i)
Adm
iniste
ring p
sych
ologic
al an
d edu
catio
nal
tests,
and o
ther a
sses
smen
t pro
cedu
res;
(ii)
Inter
preti
ng as
sess
ment
resu
lts;
(iii
) Obta
ining
, integ
ratin
g, an
d inte
rpre
ting
infor
matio
n abo
ut ch
ild be
havio
r and
cond
itions
re
lating
to le
arnin
g;
(iv) C
onsu
lting w
ith ot
her s
taff m
embe
rs in
plann
ing sc
hool
prog
rams
to m
eet th
e spe
cial n
eeds
of
child
ren a
s ind
icated
by ps
ycho
logica
l tests
, int
ervie
ws, a
nd be
havio
ral e
valua
tions
;
(v) P
lannin
g and
man
aging
a pr
ogra
m of
psyc
holog
ical s
ervic
es, in
cludin
g psy
cholo
gical
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
1
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
mean
s ass
isting
pare
nts in
unde
rstan
ding t
he
spec
ial ne
eds o
f their
child
; (ii)
Pro
viding
pare
nts w
ith in
forma
tion
abou
t chil
d dev
elopm
ent; a
nd
(iii)
Helpi
ng pa
rents
to ac
quire
the
nece
ssar
y skil
ls tha
t will
allow
them
to su
ppor
t the
imple
menta
tion o
f their
child
’s IE
P or
IFSP
. (9
) Ph
ysica
l ther
apy m
eans
servi
ces
prov
ided b
y a qu
alifie
d phy
sical
thera
pist.
(10)
Psy
cholo
gical
servi
ces i
nclud
es--
(i) A
dmini
sterin
g psy
cholo
gical
and
educ
ation
al tes
ts, an
d othe
r ass
essm
ent
proc
edur
es;
(ii) In
terpr
eting
asse
ssme
nt re
sults
; (iii
) Ob
tainin
g, int
egra
ting,
and
inter
preti
ng in
forma
tion a
bout
child
beha
vior a
nd
cond
itions
relat
ing to
lear
ning;
(iv)
Cons
ulting
with
othe
r staf
f mem
bers
in pla
nning
scho
ol pr
ogra
ms to
mee
t the s
pecia
l ed
ucati
onal
need
s of c
hildr
en as
indic
ated b
y ps
ycho
logica
l tests
, inter
views
, dire
ct ob
serva
tion,
and b
ehav
ioral
evalu
ation
s; (v)
Plan
ning a
nd m
anag
ing a
prog
ram
of ps
ycho
logica
l ser
vices
, inclu
ding p
sych
ologic
al co
unse
ling f
or ch
ildre
n and
pare
nts; a
nd
(vi)
Assis
ting i
n dev
elopin
g pos
itive
beha
viora
l inter
venti
on st
rateg
ies.
(11)
Rec
reati
on in
clude
s--
(i) A
sses
smen
t of le
isure
func
tion;
(ii) T
hera
peuti
c rec
reati
on se
rvice
s; (iii
) Re
creati
on pr
ogra
ms in
scho
ols an
d co
mmun
ity ag
encie
s; an
d (iv
) Le
isure
educ
ation
. (1
2) R
ehab
ilitati
on co
unse
ling s
ervic
esme
ans s
ervic
es pr
ovide
d by q
ualifi
ed pe
rsonn
el in
coun
selin
g for
child
ren a
nd pa
rents
; and
(vi) A
ssist
ing in
deve
loping
posit
ive be
havio
ral
inter
venti
on st
rateg
ies.
(1
0) R
ecre
ation
inclu
des--
(i) A
sses
smen
t of le
isure
func
tion;
(ii)
The
rape
utic r
ecre
ation
servi
ces;
(iii
) Rec
reati
on pr
ogra
ms in
scho
ols an
d co
mmun
ity ag
encie
s; an
d
(iv) L
eisur
e edu
catio
n.
(11)
Reh
abilit
ation
coun
selin
g ser
vices
mea
ns
servi
ces p
rovid
ed by
quali
fied p
erso
nnel
in ind
ividu
al or
grou
p ses
sions
that
focus
spec
ificall
y on c
aree
r de
velop
ment,
emplo
ymen
t pre
para
tion,
achie
ving
indep
ende
nce,
and i
ntegr
ation
in th
e wor
kplac
e and
co
mmun
ity of
a stu
dent
with
a disa
bility
. The
term
als
o inc
ludes
voca
tiona
l re
habil
itatio
n ser
vices
prov
ided t
o a st
uden
t with
dis
abilit
ies by
voca
tiona
l reha
bilita
tion p
rogr
ams
funde
d und
er th
e Reh
abilit
ation
Act
of 19
73, a
s am
ende
d.
(12)
Sch
ool h
ealth
servi
ces m
eans
servi
ces
prov
ided b
y a qu
alifie
d sch
ool n
urse
or ot
her q
ualifi
ed
perso
n.
(13)
Soc
ial w
ork s
ervic
es in
scho
ols in
clude
s--
(i)
Pre
parin
g a so
cial o
r dev
elopm
ental
histo
ry on
a ch
ild w
ith a
disab
ility;
(ii)
Gro
up an
d ind
ividu
al co
unse
ling w
ith th
e chil
d an
d fam
ily;
(iii
) Wor
king i
n par
tnersh
ip wi
th pa
rents
and o
thers
on th
ose p
roble
ms in
a ch
ild's
living
situa
tion (
home
, sc
hool,
and c
ommu
nity)
that a
ffect
the ch
ild's
adjus
tmen
t in sc
hool;
(iv) M
obiliz
ing sc
hool
and c
ommu
nity r
esou
rces t
o en
able
the ch
ild to
lear
n as e
ffecti
vely
as po
ssibl
e in
his or
her e
duca
tiona
l pro
gram
; and
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
indivi
dual
or gr
oup s
essio
ns th
at foc
us sp
ecific
ally
on ca
reer
deve
lopme
nt, em
ploym
ent p
repa
ratio
n, ac
hievin
g ind
epen
denc
e, an
d inte
grati
on in
the
workp
lace a
nd co
mmun
ity of
a stu
dent
with
a dis
abilit
y. T
he te
rm al
so in
clude
s voc
ation
al re
habil
itatio
n ser
vices
prov
ided t
o a st
uden
t with
a dis
abilit
y by v
ocati
onal
reha
bilita
tion p
rogr
ams
funde
d und
er th
e Reh
abilit
ation
Act
of 19
73, a
s am
ende
d, 29
U.S
.C. 7
01 et
seq .
(13)
Sch
ool h
ealth
servi
ces a
nd sc
hool
nurse
servi
ces m
eans
healt
h ser
vices
that
are
desig
ned t
o ena
ble a
child
with
a dis
abilit
y to
rece
ive F
APE
as de
scrib
ed in
the c
hild’s
IEP.
Sc
hool
nurse
servi
ces a
re se
rvice
s pro
vided
by a
quali
fied s
choo
l nur
se. S
choo
l hea
lth se
rvice
s are
se
rvice
s tha
t may
be pr
ovide
d by e
ither
a qu
alifie
d sc
hool
nurse
or ot
her q
ualifi
ed pe
rson.
(14)
Soc
ial w
ork s
ervic
es in
scho
olsinc
ludes
-- (i)
Pre
parin
g a so
cial o
r dev
elopm
ental
his
tory o
n a ch
ild w
ith a
disab
ility;
(ii) G
roup
and i
ndivi
dual
coun
selin
g with
the
child
and f
amily
; (iii
) W
orkin
g in p
artne
rship
with
pare
nts
and o
thers
on th
ose p
roble
ms in
a ch
ild’s
living
sit
uatio
n (ho
me, s
choo
l, and
comm
unity
) tha
t affe
ct the
child
’s ad
justm
ent in
scho
ol;
(iv)
Mobil
izing
scho
ol an
d com
munit
y re
sour
ces t
o ena
ble th
e chil
d to l
earn
as ef
fectiv
ely
as po
ssibl
e in h
is or
her e
duca
tiona
l pro
gram
; and
(v)
Ass
isting
in de
velop
ing po
sitive
be
havio
ral in
terve
ntion
stra
tegies
. (1
5) S
peec
h-lan
guag
e path
ology
servi
ces
includ
es-- (i)
Iden
tifica
tion o
f chil
dren
with
spee
ch or
(v)
Ass
isting
in de
velop
ing po
sitive
beha
viora
l int
erve
ntion
stra
tegies
.
(14)
Spe
ech-
langu
age p
atholo
gy se
rvice
s inc
ludes
--
(i) Id
entifi
catio
n of c
hildr
en w
ith sp
eech
or
langu
age i
mpair
ments
;
(ii) D
iagno
sis an
d app
raisa
l of s
pecif
ic sp
eech
or
langu
age i
mpair
ments
;
(iii) R
eferra
l for m
edica
l or o
ther p
rofes
siona
l att
entio
n ne
cess
ary f
or th
e hab
ilitati
on of
spee
ch or
lang
uage
im
pairm
ents;
(iv) P
rovis
ion of
spee
ch an
d lan
guag
e ser
vices
for
the ha
bilita
tion o
r pre
venti
on of
comm
unica
tive
impa
irmen
ts; an
d
(v) C
ouns
eling
and g
uidan
ce of
pare
nts, c
hildr
en,
and t
each
ers r
egar
ding s
peec
h and
lang
uage
im
pairm
ents.
(15)
Tra
nspo
rtatio
n inc
ludes
--
(i) T
rave
l to an
d fro
m sc
hool
and b
etwee
n sch
ools;
(ii) T
rave
l in an
d aro
und s
choo
l buil
dings
; and
(iii) S
pecia
lized
equip
ment
(such
as sp
ecial
or
adap
ted bu
ses,
lifts,
and r
amps
), if r
equir
ed to
pr
ovide
spec
ial tr
ansp
ortat
ion fo
r a ch
ild w
ith a
disab
ility.
(Auth
ority
: 20 U
.S.C
. 140
1(22
))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
langu
age i
mpair
ments
; (ii)
Diag
nosis
and a
ppra
isal o
f spe
cific
spee
ch or
lang
uage
impa
irmen
ts;
(iii)
Refer
ral fo
r med
ical o
r othe
r pr
ofess
ional
atten
tion n
eces
sary
for th
e hab
ilitati
on
of sp
eech
or la
ngua
ge im
pairm
ents;
(iv
) Pr
ovisi
on of
spee
ch an
d lan
guag
e se
rvice
s for
the h
abilit
ation
or pr
even
tion o
f co
mmun
icativ
e imp
airme
nts; a
nd
(v) C
ouns
eling
and g
uidan
ce of
pare
nts,
child
ren,
and t
each
ers r
egar
ding s
peec
h and
lan
guag
e imp
airme
nts.
(16)
Tra
nspo
rtatio
n inc
ludes
-- (i)
Tra
vel to
and f
rom
scho
ol an
d betw
een
scho
ols; (ii)
Tra
vel in
and a
roun
d sch
ool b
uildin
gs;
and
(iii)
Spec
ialize
d equ
ipmen
t (su
ch as
sp
ecial
or ad
apted
buse
s, lift
s, an
d ram
ps),
if re
quire
d to p
rovid
e spe
cial tr
ansp
ortat
ion fo
r a ch
ild
with
a disa
bility
. (A
uthor
ity: 2
0 U.S
.C. 1
401(
26))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
Sec.
300.3
5 Scie
ntifi
cally
Bas
ed R
esea
rch
Scien
tifica
lly ba
sed r
esea
rch. h
as th
e me
aning
give
n the
term
in se
ction
9101
(37)
of th
e ES
EA.
(Auth
ority
: 20 U
.S.C
. 141
1(e)
(2)(C
)(xi))
No C
ompa
rabl
e Pro
visio
n Se
c. 30
0.35 S
cient
ifica
lly B
ased
Res
earc
h
In ED
’s dis
cuss
ion, it
is st
ated t
hat s
cienti
ficall
y bas
ed re
sear
ch ha
s the
mea
ning g
iven t
he te
rm in
secti
on 91
01(3
7) of
ESE
A:
(a)
mean
s res
earch
that
involv
es th
e app
licati
on of
rigor
ous,
syste
matic
, and
objec
tive p
roce
dure
s to o
btain
relia
ble an
d va
lid kn
owled
ge re
levan
t to ed
ucati
on ac
tivitie
s and
pr
ogra
ms; a
nd
(b)
includ
es re
sear
ch th
at –
(1) e
mploy
s sys
temati
c, em
pirica
l meth
ods t
hat d
raw
on
obse
rvatio
n or e
xper
imen
t; (2
) invo
lves r
igoro
us da
ta an
alyse
s tha
t are
adeq
uate
to tes
t the
stated
hypo
these
s and
justi
fy the
gene
ral c
onclu
sions
draw
n; (3
) reli
es on
mea
sure
ments
or ob
serva
tiona
l meth
ods t
hat p
rovid
e re
liable
and v
alid d
ata ac
ross
evalu
ators
and o
bser
vers
acro
ss
multip
le me
asur
emen
ts an
d obs
erva
tions
, and
acro
ss st
udies
by
the sa
me or
diffe
rent
inves
tigato
rs;
(4) is
evalu
ated u
sing e
xper
imen
tal or
quas
i-exp
erim
ental
desig
ns
in wh
ich in
dividu
als, e
ntitie
s, pr
ogra
ms, o
r acti
vities
are a
ssign
ed to
dif
feren
t con
dition
s and
with
appr
opria
te co
ntrols
to ev
aluate
the
effec
ts of
the co
nditio
n of in
teres
t, with
a pr
efere
nce f
or ra
ndom
-as
signm
ent e
xper
imen
ts, or
othe
r des
igns t
o the
exten
t that
those
de
signs
conta
in wi
thin-
cond
ition o
r acro
ss-co
nditio
n con
trols;
(5
) ens
ures
that
expe
rimen
tal st
udies
are p
rese
nted i
n suff
icien
t de
tail a
nd cl
arity
to al
low fo
r rep
licati
on or
, at a
mini
mum,
offer
the
oppo
rtunit
y to b
uild s
ystem
atica
lly on
their
findin
gs; a
nd
(6) h
as be
en ac
cepte
d by a
peer
-revie
wed j
ourn
al or
appr
oved
by a
pane
l of in
depe
nden
t exp
erts
throu
gh a
comp
arab
ly rig
orou
s, ob
jectiv
e, an
d scie
ntific
revie
w.
Sec.
300.3
9 Spe
cial e
duca
tion.
Se
c. 30
0.26 S
pecia
l edu
catio
n.Es
sent
ially
Unch
ange
d
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
Sec.
300.4
2 Sup
plem
enta
ry ai
ds an
d se
rvice
s.
Supp
lemen
tary a
ids an
d ser
vices
mea
ns ai
ds,
servi
ces,
and o
ther s
uppo
rts th
at ar
e pro
vided
in
regu
lar ed
ucati
on cl
asse
s, oth
er ed
ucati
on-re
lated
se
ttings
, and
in ex
tracu
rricu
lar an
d non
acad
emic
settin
gs, to
enab
le ch
ildre
n with
disa
bilitie
s to b
e ed
ucate
d with
nond
isable
d chil
dren
to th
e ma
ximum
exten
t app
ropr
iate i
n acc
orda
nce w
ith
Sec.
300.1
14 th
roug
h 300
.116.
(Auth
ority
: 20 U
.S.C
. 140
1(33
))
Sec.
300.2
8 Sup
plem
enta
ry ai
ds an
d se
rvice
s.
As
used
in th
is pa
rt, th
e ter
m su
pplem
entar
y aids
an
d ser
vices
mea
ns, a
ids, s
ervic
es, a
nd ot
her
supp
orts
that a
re pr
ovide
d in r
egula
r edu
catio
n cla
sses
or ot
her e
duca
tion-
relat
ed se
ttings
to en
able
child
ren w
ith di
sabil
ities t
o be e
duca
ted w
ith
nond
isable
d chil
dren
to th
e max
imum
exten
t ap
prop
riate
in ac
cord
ance
with
Sec
s. 30
0.550
-30
0.556
. (A
uthor
ity: 2
0 U.S
.C. 1
401(
29))
Sec.
300.4
2 Sup
plem
enta
ry ai
ds an
d se
rvice
s
This
chan
ge em
phas
izes “
extra
curri
cular
and n
onac
adem
ic se
ttings
” defi
ned i
n 300
.107(
b) an
d inc
luded
in 30
0.107
(FAP
E) an
d 30
0.117
(LRE
).
Impli
catio
ns: S
ee co
mmen
ts at
300.3
20(a
).
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
A SU
BPAR
T A
Sec.
300.4
3 Tra
nsiti
on se
rvice
s.
(a)
Tran
sition
servi
ces m
eans
a co
ordin
ated
set o
f ac
tivitie
s for
a ch
ild w
ith a
disab
ility t
hat--
(1
) Is
desig
ned t
o be w
ithin
a res
ults-o
riente
d pr
oces
s, tha
t is fo
cuse
d on i
mpro
ving t
he ac
adem
ic an
d fun
ction
al ac
hieve
ment
of the
child
with
a dis
abilit
y to f
acilit
ate th
e chil
d’s m
ovem
ent fr
om
scho
ol to
post-
scho
ol ac
tivitie
s, inc
luding
po
stsec
onda
ry ed
ucati
on, v
ocati
onal
educ
ation
, int
egra
ted em
ploym
ent (
includ
ing su
ppor
ted
emplo
ymen
t), co
ntinu
ing an
d adu
lt edu
catio
n, ad
ult
servi
ces,
indep
ende
nt liv
ing, o
r com
munit
y pa
rticipa
tion;
(2)
Is ba
sed o
n the
indiv
idual
child
’s ne
eds,
taking
int
o acc
ount
the ch
ild’s
stren
gths,
prefe
renc
es, a
nd
inter
ests;
and i
nclud
es--
(i) In
struc
tion;
(ii) R
elated
servi
ces;
(iii)
Comm
unity
expe
rienc
es;
(iv)
The d
evelo
pmen
t of e
mploy
ment
and o
ther
post-
scho
ol ad
ult liv
ing ob
jectiv
es; a
nd
(v) If
appr
opria
te, ac
quisi
tion o
f dail
y livi
ng sk
ills
and p
rovis
ion of
a fun
ction
al vo
catio
nal e
valua
tion.
(b)
Tran
sition
servi
ces f
or ch
ildre
n with
disa
bilitie
s ma
y be s
pecia
l edu
catio
n, if p
rovid
ed as
spec
ially
desig
ned i
nstru
ction
, or a
relat
ed se
rvice
, if
requ
ired t
o ass
ist a
child
with
a dis
abilit
y to b
enefi
t fro
m sp
ecial
educ
ation
. (A
uthor
ity: 2
0 U.S
.C. 1
401(
34))
Sec.
300.2
9 Tra
nsiti
on se
rvice
s.
(a) A
s use
d in t
his pa
rt, tr
ansit
ion se
rvice
s mea
ns a
coor
dinate
d set
of ac
tivitie
s for
a stu
dent
with
a dis
abilit
y tha
t
(1) I
s des
igned
with
in an
outco
me-o
riente
d pr
oces
s, tha
t pro
motes
mov
emen
t from
scho
ol to
post-
scho
ol ac
tivitie
s, inc
luding
pos
tseco
ndar
y ed
ucati
on, v
ocati
onal
traini
ng, in
tegra
ted em
ploym
ent
(inclu
ding s
uppo
rted e
mploy
ment)
, con
tinuin
g and
ad
ult ed
ucati
on,
adult
servi
ces,
indep
ende
nt liv
ing, o
r com
munit
y pa
rticipa
tion;
(2
) Is b
ased
on th
e ind
ividu
al stu
dent'
s nee
ds,
taking
into
acco
unt th
e stud
ent's
prefe
renc
es an
d int
eres
ts; an
d
(3) I
nclud
es--
(i)
Instr
uctio
n;
(ii) R
elated
servi
ces;
(iii
) Com
munit
y exp
erien
ces;
(iv
) The
deve
lopme
nt of
emplo
ymen
t and
othe
r po
st-sc
hool
adult
living
objec
tives
; and
(v) If
appr
opria
te, ac
quisi
tion o
f dail
y livi
ng sk
ills
and
functi
onal
voca
tiona
l eva
luatio
n.
(b) T
rans
ition s
ervic
es fo
r stud
ents
with
disab
ilities
ma
y be s
pecia
l edu
catio
n, if p
rovid
ed as
spec
ially
desig
ned i
nstru
ction
, or r
elated
servi
ces,
if req
uired
to
assis
t a st
uden
t with
a dis
abilit
y to b
enefi
t from
sp
ecial
educ
ation
. (A
uthor
ity: 2
0 U.S
.C. 1
401(
30))
Sec.
300.4
3 Tra
nsiti
on se
rvice
s
This
addit
ion em
phas
izes “
acad
emic
achie
veme
nt an
d fun
ction
al pe
rform
ance
” men
tione
d in 3
00.32
0(a)
(IEP
s).
Impli
catio
ns: S
ee co
mmen
ts at
300.3
20(a
).
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
7
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
B
Sec.
300.1
01 F
ree a
ppro
priat
e pub
lic ed
ucat
ion
(FAP
E)
(a)
Gene
ral .
A fre
e app
ropr
iate p
ublic
educ
ation
mu
st be
avail
able
to all
child
ren r
esidi
ng in
the S
tate
betw
een t
he ag
es of
3 an
d 21,
inclus
ive, in
cludin
g ch
ildre
n with
disa
bilitie
s who
have
been
susp
ende
d or
expe
lled f
rom
scho
ol, as
prov
ided f
or in
Sec
. 300
.530(
d).
(b)
FAPE
for c
hildr
en be
ginnin
g at a
ge 3 .
(1)
Each
Stat
e mus
t ens
ure t
hat--
(i)
The
oblig
ation
to m
ake F
APE
avail
able
to ea
ch el
igible
child
resid
ing in
the S
tate b
egins
no la
ter
than t
he ch
ild’s
third
birth
day;
and
(ii) A
n IEP
or an
IFSP
is in
effec
t for t
he ch
ild by
tha
t date
, in ac
cord
ance
with
Sec
. 300
.323(
b).
(2)
If a ch
ild’s
third
birth
day o
ccur
s dur
ing th
e su
mmer
, the c
hild’s
IEP
Team
shall
deter
mine
the d
ate
when
servi
ces u
nder
the I
EP or
IFSP
will
begin
. (c)
Chil
dren
adva
ncing
from
grad
e to g
rade
. (1)
Ea
ch S
tate m
ust e
nsur
e tha
t FAP
E is
avail
able
to an
y ind
ividu
al ch
ild w
ith a
disab
ility w
ho ne
eds s
pecia
l ed
ucati
on an
d rela
ted se
rvice
s, ev
en th
ough
the c
hild h
as
not fa
iled o
r bee
n reta
ined i
n a co
urse
or gr
ade,
and i
s ad
vanc
ing fr
om gr
ade t
o gra
de.
(2)
The d
eterm
inatio
n tha
t a ch
ild de
scrib
ed in
pa
ragr
aph (
a) of
this
secti
on is
eligi
ble un
der t
his pa
rt,
must
be m
ade o
n an i
ndivi
dual
basis
by th
e gro
up
resp
onsib
le wi
thin t
he ch
ild’s
LEA
for m
aking
eligi
bility
de
termi
natio
ns.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd B
udge
t
Sec.
300.1
21 F
ree a
ppro
priat
e pub
lic ed
ucat
ion
(FAP
E)
(a)G
ener
al. E
ach S
tate m
ust h
ave o
n file
with
the
Secre
tary i
nform
ation
that
show
s tha
t, sub
ject to
Sec
. 30
0.122
, the S
tate h
as in
effec
t a po
licy t
hat e
nsur
es
that a
ll chil
dren
with
disa
bilitie
s age
d 3 th
roug
h 21
resid
ing in
the S
tate h
ave t
he rig
ht to
FAPE
, inclu
ding
child
ren w
ith di
sabil
ities w
ho ha
ve be
en su
spen
ded o
r ex
pelle
d fro
m sc
hool.
(b
)Req
uired
info
rmat
ion. T
he in
forma
tion d
escri
bed i
n pa
ragr
aph (
a)
of thi
s sec
tion m
ust—
(1
) Inc
lude a
copy
of ea
ch S
tate s
tatute
, cou
rt or
der,
State
At
torne
y gen
eral
opini
on, a
nd ot
her S
tate d
ocum
ents
that
show
the s
ource
of th
e Stat
e’s po
licy r
elatin
g to F
APE;
an
d (2
) Sho
w tha
t the p
olicy
—
(i)(A
) App
lies t
o all p
ublic
agen
cies i
n the
Stat
e; an
d (B)
Is
cons
isten
t with
the r
equir
emen
ts of
Sec.
300.3
00–
300.3
13; a
nd
(ii) A
pplie
s to a
ll chil
dren
with
disa
bilitie
s, inc
luding
ch
ildre
n who
have
been
susp
ende
d or e
xpell
ed fr
om
scho
ol.(c)
FAPE
for c
hildr
en b
eginn
ing a
t age
3.
(1) E
ach S
tate s
hall e
nsur
e tha
t—
(i) T
he ob
ligati
on to
mak
e FAP
E av
ailab
le to
each
eli
gible
child
resid
ing in
the S
tate b
egins
no la
ter th
an th
e ch
ild’s
third
birth
day;
and(
ii) An
IEP
or an
IFSP
is in
eff
ect fo
r the
child
by th
at da
te, in
acco
rdan
ce w
ith S
ec.
300.3
42(c)
. (2
) If a
child
’s thi
rd bi
rthda
y occ
urs d
uring
the s
umme
r, the
ch
ild’s
IEP
team
shall
deter
mine
the d
ate w
hen s
ervic
es
unde
r the
IEP
or IF
SP w
ill be
gin.
(d)F
APE
for c
hildr
en su
spen
ded
or e
xpell
ed fr
om sc
hool.
Sec.
300.1
01 F
ree a
ppro
priat
e pub
lic ed
ucat
ion
(FAP
E)
Sec.
300.1
01 ha
s bee
n rev
ised t
o clar
ify th
at a f
ree
appr
opria
te pu
blic e
duca
tion m
ust b
e ava
ilable
to an
y ind
ividu
al ch
ild w
ith a
disab
ility w
ho ne
eds s
pecia
l ed
ucati
on an
d rela
ted se
rvice
s, ev
en th
ough
the c
hild h
asno
t fail
ed o
r bee
nre
tain
ed in
a co
urse
, and
is
adva
ncing
from
grad
e to g
rade
See a
lso S
ec. 3
00.10
7whe
re ad
dition
al lan
guag
e has
be
en ad
ded t
o clar
ify th
at the
step
s tak
en by
publi
c ag
encie
s to p
rovid
e acc
ess t
o non
acad
emic
and
extra
curri
cular
servi
ces a
nd ac
tivitie
s inc
lude t
he pr
ovisi
on
of su
pplem
entar
y aids
and s
ervic
es de
termi
ned
appr
opria
te an
d nec
essa
ry by
the c
hild’s
IEP
Team
.
Impli
catio
ns: s
ee S
ec. 3
00.32
0(a)
.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
8
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
B
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(1)(A
)) (1
) A pu
blic a
genc
y nee
d not
prov
ide se
rvice
s dur
ing
perio
ds of
remo
val u
nder
Sec
. 300
.520(
a)(1
) to a
child
wi
th a d
isabil
ity w
ho ha
s bee
n rem
oved
from
his o
r her
cu
rrent
plac
emen
t for 1
0 sch
ool d
ays o
r less
in th
at sc
hool
year
, if se
rvice
s are
not p
rovid
ed to
a ch
ild w
ithou
t dis
abilit
ies w
ho ha
s bee
n sim
ilarly
remo
ved.
(2
) In t
he ca
se of
a ch
ild w
ith a
disab
ility w
ho ha
s bee
n re
move
d fro
m his
or he
r cur
rent
place
ment
for m
ore t
han
10 sc
hool
days
in th
at sc
hool
year
, the p
ublic
agen
cy, fo
r the
rema
inder
of th
e rem
ovals
, mus
t—
(i) P
rovid
e ser
vices
to th
e exte
nt ne
cess
ary t
o ena
ble th
e ch
ild to
appr
opria
tely p
rogr
ess i
n the
gene
ral c
urric
ulum
and a
ppro
priat
ely ad
vanc
e tow
ard a
chiev
ing th
e goa
ls se
t ou
t in th
e chil
d’s IE
P, if
the re
mova
l is—
(A) U
nder
the
scho
ol pe
rsonn
el’s a
uthor
ity to
remo
ve fo
r not
more
than
10
cons
ecuti
ve sc
hool
days
as lo
ng as
that
remo
val d
oes
not c
onsti
tute a
chan
ge of
plac
emen
t und
er S
ec.
300.5
19(b
) (Se
c. 30
0.520
((a)(1
)); or
(B) F
or be
havio
r tha
t is
not a
man
ifesta
tion o
f the c
hild’s
disa
bility
, con
sisten
t wi
th Se
c. 30
0.524
; and
(ii) P
rovid
e ser
vices
cons
isten
t with
Sec
. 300
.522,
rega
rding
deter
mina
tion o
f the a
ppro
priat
e inte
rim
alter
nativ
e edu
catio
nal s
etting
, if th
e rem
oval
is— (A
) For
dr
ug or
wea
pons
offen
ses u
nder
Sec
. 300
.520(
a)(2
); or
(B
) Bas
ed on
a he
aring
offic
er de
termi
natio
n tha
t ma
intain
ing th
e cur
rent
place
ment
of the
child
is
subs
tantia
lly lik
ely to
resu
lt in i
njury
to the
child
or to
oth
ers i
f he o
r she
rema
ins in
the c
urre
nt pla
ceme
nt,
cons
isten
t with
Sec
. 300
.521.
(3
)(i) S
choo
l per
sonn
el, in
cons
ultati
on w
ith th
e chil
d’s
spec
ial ed
ucati
on te
ache
r, de
termi
ne th
e exte
nt to
which
se
rvice
s are
nece
ssar
y to e
nable
the c
hild t
o app
ropr
iately
pr
ogre
ss in
the g
ener
al cu
rricu
lum an
d ap
prop
riatel
y ad
vanc
e tow
ard a
chiev
ing th
e goa
ls se
t out
in the
child
’s IE
P if t
he ch
ild is
remo
ved u
nder
the a
uthor
ity of
scho
ol
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 1
9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
B
perso
nnel
to re
move
for n
ot mo
re th
an 10
cons
ecuti
ve
scho
ol da
ys as
long
as th
at re
mova
l doe
s not
cons
titute
a ch
ange
of pl
acem
ent u
nder
Sec
. 300
.519 (
Sec.
300.5
20(a
)(1)).
(ii)
The
child
’s IE
P tea
m de
termi
nes t
he ex
tent to
whic
h se
rvice
s are
nece
ssar
y to e
nable
the c
hild t
o app
ropr
iately
pr
ogre
ss in
the g
ener
al cu
rricu
lum an
d app
ropr
iately
ad
vanc
e tow
ard a
chiev
ing th
e goa
ls se
t out
in the
child
’s IE
P if t
he ch
ild is
remo
ved b
ecau
se of
beha
vior t
hat h
as
been
deter
mine
d not
to be
a ma
nifes
tation
of th
e chil
d’s
disab
ility,
cons
isten
t with
Sec
. 300
.524.
(e)C
hildr
en a
dvan
cing
from
gra
de to
gra
de.
(1) E
ach S
tate s
hall e
nsur
e tha
t FAP
E is
avail
able
to an
y ind
ividu
al ch
ild w
ith a
disab
ility w
ho ne
eds s
pecia
l ed
ucati
on an
d rela
ted se
rvice
s, ev
en th
ough
the c
hild i
s ad
vanc
ing fr
om gr
ade t
o gra
de.
(2) T
he de
termi
natio
n tha
t a ch
ild de
scrib
ed in
para
grap
h (a
)(1) o
f this
secti
on is
eligi
ble un
der t
his pa
rt, m
ust
be m
ade o
n an i
ndivi
dual
basis
by th
e gro
up re
spon
sible
withi
n the
child
’s LE
A for
mak
ing th
ose d
eterm
inatio
ns.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(1))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
0
Sec.
300
.111
Chi
ld fi
nd.
(a)
Gen
eral
. (1
) Th
e St
ate
mus
t hav
e in
eff
ect p
olic
ies a
nd
proc
edur
es to
ens
ure
that
--
(i) A
ll ch
ildre
n w
ith d
isab
ilitie
s res
idin
g in
the
Stat
e,
incl
udin
g ch
ildre
n w
ith d
isab
ilitie
s who
are
hom
eles
s ch
ildre
n or
are
war
ds o
f the
Sta
te, a
nd c
hild
ren
with
di
sabi
litie
s atte
ndin
g pr
ivat
e sc
hool
s, re
gard
less
of t
he
seve
rity
of th
eir d
isab
ility
, and
who
are
in n
eed
of sp
ecia
l ed
ucat
ion
and
rela
ted
serv
ices
, are
iden
tifie
d, lo
cate
d, a
nd
eval
uate
d; a
nd
(ii)
A p
ract
ical
met
hod
is d
evel
oped
and
impl
emen
ted
to
dete
rmin
e w
hich
chi
ldre
n ar
e cu
rren
tly re
ceiv
ing
need
ed
spec
ial e
duca
tion
and
rela
ted
serv
ices
.
(b)
Use
of t
erm
dev
elop
men
tal d
elay
. Th
e fo
llow
ing
prov
isio
ns a
pply
with
resp
ect t
o im
plem
entin
g th
e ch
ild fi
nd
requ
irem
ents
of t
his s
ectio
n:
(1)
A S
tate
that
ado
pts a
def
initi
on o
f dev
elop
men
tal d
elay
unde
r Sec
.300
.8(b
) det
erm
ines
whe
ther
the
term
app
lies t
o ch
ildre
n ag
ed th
ree
thro
ugh
nine
, or t
o a
subs
et o
f tha
t age
ra
nge
(e.g
., ag
es th
ree
thro
ugh
five)
. (2
) A
Sta
te m
ay n
ot re
quire
an
LEA
to a
dopt
and
use
the
term
dev
elop
men
tal d
elay
for a
ny c
hild
ren
with
in it
s ju
risdi
ctio
n.(3
) If
an
LEA
use
s the
term
dev
elop
men
tal d
elay
for
child
ren
desc
ribed
in S
ec.3
00.8
(b),
the
LEA
mus
t con
form
to
bot
h th
e St
ate's
def
initi
on o
f tha
t ter
m a
nd to
the
age
rang
e th
at h
as b
een
adop
ted
by th
e St
ate.
(4
) If
a S
tate
doe
s not
ado
pt th
e te
rm d
evel
opm
enta
l del
ay,
an L
EA m
ay n
ot in
depe
nden
tly u
se th
at te
rm a
s a b
asis
for
esta
blis
hing
a c
hild
’s e
ligib
ility
und
er th
is p
art.
(c)
Oth
er c
hild
ren
in c
hild
find
. C
hild
find
als
o m
ust
incl
ude-
-
(1)
Chi
ldre
n w
ho a
re su
spec
ted
of b
eing
a c
hild
with
a
disa
bilit
y un
der S
ec.3
00.8
and
in n
eed
of sp
ecia
l edu
catio
n,
Sec.
300
.125
Chi
ld fi
nd.
(a
) Gen
eral
requ
irem
ent.
(1) T
he S
tate
mus
t hav
e in
ef
fect
pol
icie
s and
pro
cedu
res t
o en
sure
that
--
(i
) All
child
ren
with
dis
abili
ties r
esid
ing
in th
e St
ate,
in
clud
ing
child
ren
with
dis
abili
ties a
ttend
ing
priv
ate
scho
ols,
rega
rdle
ss o
f the
seve
rity
of th
eir d
isab
ility
, and
w
ho a
re in
nee
d of
spec
ial e
duca
tion
and
rela
ted
serv
ices
, ar
e id
entif
ied,
loca
ted,
and
eva
luat
ed; a
nd
(i
i) A
pra
ctic
al m
etho
d is
dev
elop
ed a
nd im
plem
ente
d to
det
erm
ine
whi
ch c
hild
ren
are
curr
ently
rece
ivin
g ne
eded
spec
ial e
duca
tion
and
rela
ted
serv
ices
.
(2) T
he re
quire
men
ts o
f par
agra
ph (a
)(1)
of t
his s
ectio
n ap
ply
to--
(i) H
ighl
y m
obile
chi
ldre
n w
ith d
isab
ilitie
s (su
ch a
s m
igra
nt a
nd h
omel
ess c
hild
ren)
; and
(ii)
Chi
ldre
n w
ho a
re su
spec
ted
of b
eing
a c
hild
with
a
disa
bilit
y un
der S
ec. 3
00.7
and
in n
eed
of sp
ecia
l ed
ucat
ion,
eve
n th
ough
they
are
adv
anci
ng fr
om g
rade
to
grad
e.
Sec.
300
.111
Chi
ld fi
nd.
Ref
er to
dis
cuss
ion
on S
ec.3
00.8
(b) o
n pa
ge 2
.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
1
even
thou
gh th
ey a
re a
dvan
cing
from
gra
de to
gra
de; a
nd
(2)
Hig
hly
mob
ile c
hild
ren,
incl
udin
g m
igra
nt c
hild
ren.
(d)
Con
stru
ctio
n. N
othi
ng in
the
Act
requ
ires t
hat
child
ren
be c
lass
ified
by
thei
r dis
abili
ty so
long
as e
ach
child
who
has
a d
isab
ility
that
is li
sted
in S
ec.3
00.8
and
w
ho, b
y re
ason
of t
hat d
isab
ility
, nee
ds sp
ecia
l edu
catio
n an
d re
late
d se
rvic
es is
rega
rded
as a
chi
ld w
ith a
dis
abili
ty
unde
r Par
t B o
f the
Act
.
(App
rove
d by
the
Off
ice
of M
anag
emen
t and
Bud
get u
nder
co
ntro
l num
ber 1
820-
0030
) (A
utho
rity:
20
U.S
.C. 1
401(
3));
1412
(a)(
3))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
C
Sec.
300.1
13 R
outin
e che
ckin
g of
hea
ring
aids a
nd ex
tern
al co
mpo
nent
s of s
urgi
cally
im
plan
ted
med
ical d
evice
s.
(a)
Hear
ing ai
ds. E
ach p
ublic
agen
cy
must
ensu
re th
at he
aring
aids
wor
n in s
choo
l by
child
ren w
ith he
aring
impa
irmen
ts, in
cludin
g de
afnes
s, ar
e fun
ction
ing pr
oper
ly.
(b)
Exter
nal c
ompo
nents
of su
rgica
lly
impla
nted m
edica
l dev
ices.
(1)
Subje
ct to
para
grap
h (b)
(2) o
f this
secti
on, e
ach p
ublic
ag
ency
mus
t ens
ure t
hat th
e exte
rnal
comp
onen
ts of
surg
ically
impla
nted m
edica
l de
vices
are f
uncti
oning
prop
erly.
(2
) Fo
r a ch
ild w
ith a
surg
ically
im
plante
d med
ical d
evice
who
is re
ceivi
ng
spec
ial ed
ucati
on an
d rela
ted se
rvice
s und
er th
is pa
rt, a
publi
c age
ncy i
s not
resp
onsib
le for
the
post-
surg
ical m
ainten
ance
, pro
gram
ming
, or
repla
ceme
nt of
the m
edica
l dev
ice th
at ha
s bee
n su
rgica
lly im
plante
d (or
of an
exter
nal
comp
onen
t of th
e sur
gicall
y imp
lanted
med
ical
devic
e).
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
401(
1), 1
401(
26)(B
))
Sec.
300.3
03 P
rope
r fun
ctio
ning
of h
earin
g aid
s.
Ea
ch pu
blic a
genc
y sha
ll ens
ure t
hat th
e hea
ring a
ids
worn
in sc
hool
by ch
ildre
n with
hear
ing im
pairm
ents,
inc
luding
deafn
ess,
are f
uncti
oning
prop
erly.
(A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
))
Sec.
300.1
13 R
outin
e Che
ckin
g Of
Hea
ring
Aids
And
Ext
erna
l Co
mpo
nent
s Or S
urgi
cally
Impl
ante
d Me
dica
l Ser
vices
This
secti
on on
hear
ing ai
ds in
clude
s wha
t was
foun
d in t
he
prev
ious r
egula
tions
and a
dds n
ew se
ction
s , (b
)(1) a
nd (2
), to
addr
ess c
ochle
ar im
plants
(CI).
It cl
arifie
s tha
t it is
the d
istric
t’s
resp
onsib
ility t
o ass
ure t
hat th
e exte
rnal
comp
onen
ts of
the
coch
lear im
plant
are w
orkin
g but
are n
ot re
spon
sible
for th
e pos
t-su
rgica
l main
tenan
ce, p
rogr
ammi
ng or
repla
ceme
nt of
the m
edica
l de
vice,
both
the in
terna
l impla
nted p
ortio
n and
the e
xtern
al co
mpon
ent.
In its
disc
ussio
n, ED
furth
er st
ated t
hat th
e pub
lic ag
ency
is
resp
onsib
le for
the r
outin
e che
cking
of th
e exte
rnal
comp
onen
ts of
a sur
gicall
y imp
lanted
devic
e in m
uch t
he sa
me m
anne
r as a
publi
c ag
ency
is re
spon
sible
for th
e pro
per f
uncti
oning
of he
aring
aid,
for
exam
ple, to
see t
hat th
e dev
ice is
turn
ed on
and f
uncti
oning
pr
oper
ly.
Impli
catio
ns: S
choo
l dist
ricts
are r
espo
nsibl
e to b
e sur
e tha
t ba
tterie
s, ca
bles,
cord
s etc
are w
orkin
g and
that
they h
ave a
plan
in
place
to ge
t a ne
w ba
ttery
or a
repla
ceme
nt co
rd so
that
the
child
has w
orkin
g amp
lifica
tion.
In th
e cas
e of a
brok
en he
aring
aid
, som
e dist
ricts
are a
ble to
prov
ide ba
ck-u
ps or
alter
nativ
e de
vices
. This
will
not b
e pos
sible
for th
e CI. T
he di
strict
and t
he
perso
nnel
they a
ssign
to m
eet th
is pr
ovisi
on w
ill ne
ed ve
ry ca
reful
pla
nning
and c
oope
ratio
n fro
m a m
ultitu
de of
agen
cies a
nd IE
P tea
m me
mber
s.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
E
Sec.
300.1
17 N
onac
adem
ic se
tting
s
In pr
ovidi
ng or
arra
nging
for t
he pr
ovisi
on of
no
naca
demi
c and
extra
curri
cular
servi
ces a
nd
activ
ities,
includ
ing m
eals,
rece
ss pe
riods
, and
the
servi
ces a
nd ac
tivitie
s set
forth
in Se
c. 30
0.107
, eac
h pub
lic ag
ency
mus
t ens
ure t
hat
each
child
with
a dis
abilit
y par
ticipa
tes w
ith
nond
isable
d chil
dren
in th
e extr
acur
ricula
r se
rvice
s and
activ
ities t
o the
max
imum
exten
t ap
prop
riate
to the
need
s of th
at ch
ild. T
he pu
blic
agen
cy m
ust e
nsur
e tha
t eac
h chil
d with
a dis
abilit
y has
the s
upple
menta
ry aid
s and
se
rvice
s dete
rmine
d by t
he ch
ild’s
IEP
Team
to
be ap
prop
riate
and n
eces
sary
for th
e chil
d to
partic
ipate
in no
naca
demi
c sett
ings.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(5
))
Sec 3
00.55
3 Non
acad
emic
setti
ngs
In pr
ovidi
ng or
arra
nging
for t
he pr
ovisi
on of
nona
cade
mic
and e
xtrac
urric
ular s
ervic
es an
d acti
vities
, inc
luding
mea
ls, re
cess
perio
ds, a
nd th
e ser
vices
and
activ
ities s
et for
th in
Sec.
300.3
06, e
ach p
ublic
agen
cy
shall
ensu
re th
at ea
ch ch
ild w
ith a
disab
ility p
artic
ipates
with
no
ndisa
bled c
hildr
en in
thos
e ser
vices
and a
ctivit
ies to
the
maxim
um ex
tent a
ppro
priat
e to t
he ne
eds o
f that
child
. (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(5
))
Sec.
300.1
17 N
onac
adem
ic se
tting
s
This
chan
ge em
phas
izes t
he LE
A’s r
espo
nsibi
lity to
prov
ide
nona
cade
mic s
ervic
es (3
00.10
7) to
ensu
re th
at a c
hild w
ith a
disab
ility c
an pa
rticipa
te in
nona
cade
mic a
nd ex
tracu
rricu
lar
activ
ities,
includ
ing m
eals
and r
eces
s. AS
HA m
embe
rs sh
ould
take
this r
espo
nsibi
lity in
to co
nside
ratio
n whe
n dete
rmini
ng ap
prop
riate
supp
orts
and s
ervic
es ne
eded
by th
e chil
d with
a dis
abilit
y to
partic
ipate.
Impli
catio
ns: S
ee co
mmen
ts at
300.3
20(a
)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
Se
c. 30
0.129
Sta
te re
spon
sibilit
y reg
ardi
ng
child
ren
in p
rivat
e sch
ools
The S
tate m
ust h
ave i
n effe
ct po
licies
and
proc
edur
es th
at en
sure
that
LEAs
, and
, if
appli
cable
, the S
EA, m
eet th
e priv
ate sc
hool
requ
ireme
nts in
Sec
. 300
.130 t
hrou
gh 30
0.148
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
)
Child
ren W
ith D
isabil
ities E
nroll
ed by
The
ir Pa
rents
in P
rivate
Sch
ools
Sec.
300.1
30 D
efin
ition
of p
aren
tally
-plac
ed
priva
te sc
hool
child
ren
with
disa
bilit
ies.
Pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s mea
ns ch
ildre
n with
dis
abilit
ies en
rolle
d by t
heir p
aren
ts in
priva
te,
includ
ing re
ligiou
s, sc
hools
or fa
cilitie
s tha
t mee
t the
defin
ition o
f elem
entar
y sch
ool in
Sec
. 30
0.13 o
r sec
onda
ry sc
hool
in Se
c. 30
0.36,
other
than
child
ren w
ith di
sabil
ities c
over
ed
unde
r Sec
. 300
.145 t
hrou
gh 30
0.147
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.1
31 C
hild
find
for p
aren
tally
-plac
ed
priva
te sc
hool
child
ren
with
disa
bilit
ies.
(a)
Gene
ral .
Each
LEA
must
locate
, ide
ntify,
and e
valua
te all
child
ren w
ith di
sabil
ities
Sec.
300.1
33 C
hild
ren
in p
rivat
e sch
ools
Sec.
300.1
33
Child
ren
in p
rivat
e sch
ools.
Th
e Stat
e mus
t hav
e on f
ile w
ith th
e Sec
retar
y poli
cies
and p
roce
dure
s tha
t ens
ure t
hat th
e req
uirem
ents
of Se
c. 30
0.400
–300
.403 a
nd S
ec. 3
00.45
0– 30
0.462
are
met.
(Auth
ority
: 20 U
.S.C
. 141
3(a)
(4))
Sec.
300.4
00 A
pplic
abilit
y of S
ec. 3
00.40
0– 30
0.402
. Se
ction
s 300
.401–
300.4
02 ap
ply on
ly to
child
ren w
ith
disab
ilities
who
are o
r hav
e bee
n plac
ed in
or re
ferre
d to a
pr
ivate
scho
ol or
facil
ity by
a pu
blic a
genc
y as a
mea
ns of
pr
ovidi
ng sp
ecial
educ
ation
and r
elated
servi
ces.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(B))
Sec.
300.4
01 R
espo
nsib
ility o
f Sta
te ed
ucat
iona
l ag
ency
. Ea
ch S
EA sh
all en
sure
that
a chil
d with
a dis
abilit
y who
is
place
d in o
r refe
rred t
o a pr
ivate
scho
ol or
facil
ity by
a p
ublic
agen
cy—
(a) I
s pro
vided
spec
ial ed
ucati
on an
d re
lated
servi
ces—
(1) I
n con
forma
nce w
ith an
IEP
that m
eets
the
requ
ireme
nts of
Sec
. 300
.340–
300.3
50; a
nd
(2) A
t no c
ost to
the p
aren
ts;
(b) I
s pro
vided
an ed
ucati
on th
at me
ets th
e stan
dard
s tha
t ap
ply to
educ
ation
prov
ided b
y the
SEA
and L
EAs
(inclu
ding t
he re
quire
ments
of th
is pa
rt); a
nd
(c) H
as al
l of th
e righ
ts of
a chil
d with
a dis
abilit
y who
is
serve
d by a
publi
c age
ncy.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(B))
Sec.
300.4
02 Im
plem
enta
tion
by S
tate
educ
atio
nal
agen
cy.
In im
pleme
nting
Sec
. 300
.401,
the S
EA sh
all—
(a
) Mon
itor c
ompli
ance
thro
ugh p
roce
dure
s suc
h as
writte
n rep
orts,
onsit
e visi
ts, an
d par
ent q
uesti
onna
ires;
Sec.
300.1
29 –S
ec. 3
00.14
8
Chan
ges i
n Sec
tion 6
12 (a
)(10)
(A) o
f the s
tatute
(IDE
A 20
04)
signif
icantl
y cha
nge t
he ob
ligati
on of
the S
tates
and L
EAs t
o ch
ildre
n with
disa
bilitie
s enr
olled
by pa
rents
. The
regu
lation
s co
nfirm
thes
e cha
nges
whic
h now
requ
ire th
e LEA
s whe
re th
e pr
ivate
scho
ol is
geog
raph
ically
loca
ted to
cond
uct a
thor
ough
child
fin
d, inc
luding
evalu
ation
s and
/or re
-eva
luatio
ns, a
nd pr
ovide
eq
uitab
le se
rvice
s to p
aren
tally
place
d priv
ate sc
hool
child
ren w
ith
disab
ilities
. The
oblig
ation
to sp
end a
prop
ortio
nate
amou
nt of
funds
to pr
ovide
servi
ces i
s now
base
d on t
he to
tal nu
mber
of
child
ren w
ith di
sabil
ities w
ho ar
e enr
olled
in pr
ivate
scho
ols lo
cated
in
the LE
A wh
ether
or no
t the c
hildr
en an
d the
ir par
ents
resid
e in
the LE
A.
Impli
catio
ns: M
embe
rs sh
ould
be aw
are t
hat th
e LEA
for p
rivate
sc
hools
is no
w de
termi
ned b
y the
geog
raph
ic loc
ation
of th
e pr
ivate
scho
ol, no
t the r
eside
nce o
f the s
tuden
t. Ev
en if
the
stude
nt re
sides
in a
differ
ent s
tate,
that s
tuden
t will
be in
clude
d in
the LE
A Ch
ild F
ind, in
cludin
g eva
luatio
ns an
d re-
evalu
ation
s, an
d is
entitl
ed to
equit
able
servi
ces.
This
will i
mpac
t mem
bers
worki
ng
in dis
tricts
with
priva
te sc
hools
.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
wh
o are
enro
lled b
y the
ir par
ents
in pr
ivate,
inc
luding
relig
ious,
eleme
ntary
scho
ols an
d se
cond
ary s
choo
ls loc
ated i
n the
scho
ol dis
trict
serve
d by t
he LE
A, in
acco
rdan
ce w
ith
para
grap
hs (b
) thr
ough
(e) o
f this
secti
on, a
nd
Sec.
300.1
11 an
d 300
.201.
(b)
Child
find d
esign
. The
child
find
proc
ess m
ust b
e des
igned
to en
sure
-- (1
) The
equit
able
partic
ipatio
n of
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n; an
d (2
) An
accu
rate
coun
t of th
ose c
hildr
en.
(c) A
ctivit
ies. I
n car
rying
out th
e re
quire
ments
of th
is se
ction
, the L
EA, o
r, if
appli
cable
, the S
EA, m
ust u
nder
take a
ctivit
ies
simila
r to t
he ac
tivitie
s und
ertak
en fo
r the
ag
ency
’s pu
blic s
choo
l chil
dren
. (d
) Co
st. T
he co
st of
carry
ing ou
t the
child
find r
equir
emen
ts in
this s
ectio
n, inc
luding
ind
ividu
al ev
aluati
ons,
may n
ot be
cons
idere
d in
deter
minin
g if a
n LEA
has m
et its
oblig
ation
un
der S
ec. 3
00.13
3. (e
) Co
mplet
ion pe
riod.
The
child
find
proc
ess m
ust b
e com
pleted
in a
time p
eriod
co
mpar
able
to tha
t for s
tuden
ts att
endin
g pub
lic
scho
ols in
the L
EA co
nsist
ent w
ith S
ec. 3
00.30
1. (f)
Out-
of-St
ate ch
ildre
n. E
ach L
EA in
wh
ich pr
ivate,
inclu
ding r
eligio
us, e
lemen
tary
scho
ols an
d sec
onda
ry sc
hools
are l
ocate
d mu
st, in
carry
ing ou
t the c
hild f
ind re
quire
ments
in
this s
ectio
n, inc
lude p
aren
tally-
place
d priv
ate
scho
ol ch
ildre
n who
resid
e in a
Stat
e othe
r tha
n the
Stat
e in w
hich t
he pr
ivate
scho
ols th
at the
y att
end a
re lo
cated
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
(b) D
issem
inate
copie
s of a
pplic
able
stand
ards
to ea
ch
priva
te sc
hool
and f
acilit
y to w
hich a
publi
c age
ncy h
as
refer
red o
r plac
ed a
child
with
a dis
abilit
y; an
d (c)
Pro
vide a
n opp
ortun
ity fo
r tho
se pr
ivate
scho
ols an
d fac
ilities
to pa
rticipa
te in
the de
velop
ment
and r
evisi
on of
St
ate st
anda
rds t
hat a
pply
to the
m.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(B))
Child
ren
With
Disa
bilit
ies E
nrol
led b
y The
ir Pa
rent
s in
Priva
te S
choo
ls W
hen
FAPE
Is at
Issu
e Sec
. 300
.403
Plac
emen
t of c
hild
ren
by p
aren
ts if
FAP
E is
at is
sue.
(a)G
ener
al. T
his pa
rt do
es no
t req
uire a
n LEA
to pa
y for
the
cost
of ed
ucati
on, in
cludin
g spe
cial e
duca
tion a
nd
relat
ed se
rvice
s, of
a chil
d with
a dis
abilit
y at a
priva
te sc
hool
or fa
cility
if tha
t age
ncy m
ade F
APE
avail
able
to the
child
and t
he pa
rents
elec
ted to
plac
e the
child
in
a priv
ate sc
hool
or fa
cility
. How
ever
, the p
ublic
agen
cy
shall
inclu
de th
at ch
ild in
the p
opula
tion w
hose
need
s are
ad
dres
sed c
onsis
tent w
ith S
ec. 3
00.45
0– 30
0.462
. (b
)Disa
gree
men
ts ab
out F
APE.
Di
sagr
eeme
nts be
twee
n a pa
rent
and a
publi
c age
ncy
rega
rding
the a
vaila
bility
of a
prog
ram
appr
opria
te for
the
child
, and
the q
uesti
on of
finan
cial re
spon
sibilit
y, ar
e su
bject
to the
due p
roce
ss pr
oced
ures
of S
ec. 3
00.50
0–
300.5
17.
(c)Re
imbu
rsem
ent f
or p
rivat
e sc
hool
place
men
t. If t
he
pare
nts of
a ch
ild w
ith a
disab
ility,
who p
revio
usly
rece
ived s
pecia
l edu
catio
n and
relat
ed se
rvice
s und
er th
e au
thority
of a
publi
c age
ncy,
enro
ll the
child
in a
priva
te pr
esch
ool, e
lemen
tary,
or se
cond
ary s
choo
l with
out th
e co
nsen
t of o
r refe
rral b
y the
publi
c age
ncy,
a cou
rt or
a he
aring
offic
er m
ay re
quire
the a
genc
y to r
eimbu
rse th
e pa
rents
for t
he co
st of
that e
nroll
ment
if the
cour
t or
hear
ing of
ficer
finds
that
the ag
ency
had n
ot ma
de F
APE
avail
able
to the
child
in a
timely
man
ner p
rior t
o tha
t
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A)(i
i))
Sec.
300.1
32 P
rovis
ion
of se
rvice
s for
pa
rent
ally-
plac
ed p
rivat
e sch
ool c
hild
ren
with
di
sabi
lities
--bas
ic re
quire
men
t. (a
) Ge
nera
l . To
the e
xtent
cons
isten
t wi
th the
numb
er an
d loc
ation
of ch
ildre
n with
dis
abilit
ies w
ho ar
e enr
olled
by th
eir pa
rents
in
priva
te, in
cludin
g reli
gious
, elem
entar
y sch
ools
and s
econ
dary
scho
ols lo
cated
in th
e sch
ool
distric
t ser
ved b
y the
LEA,
prov
ision
is m
ade f
or
the pa
rticipa
tion o
f thos
e chil
dren
in th
e pro
gram
as
sisted
or ca
rried
out u
nder
Par
t B of
the A
ct by
pr
ovidi
ng th
em w
ith sp
ecial
educ
ation
and
relat
ed se
rvice
s, inc
luding
dire
ct se
rvice
s de
termi
ned i
n acc
orda
nce w
ith S
ec. 3
00.13
7, un
less t
he S
ecre
tary h
as ar
rang
ed fo
r ser
vices
to
those
child
ren u
nder
the b
y-pas
s pro
vision
s in
Sec.
300.1
90 th
roug
h 300
.198.
(b)
Servi
ces p
lan fo
r par
ental
ly-pla
ced
priva
te sc
hool
child
ren w
ith di
sabil
ities.
In
acco
rdan
ce w
ith pa
ragr
aph (
a) of
this
secti
on
and S
ec. 3
00.13
7 thr
ough
300.1
39, a
servi
ces
plan m
ust b
e dev
elope
d and
imple
mente
d for
ea
ch pr
ivate
scho
ol ch
ild w
ith a
disab
ility w
ho
has b
een d
esign
ated b
y the
LEA
in wh
ich th
e pr
ivate
scho
ol is
locate
d to r
eceiv
e spe
cial
educ
ation
and r
elated
servi
ces u
nder
this
part.
(c)
Rec
ord k
eepin
g. E
ach L
EA m
ust
maint
ain in
its re
cord
s, an
d pro
vide t
o the
SEA
, the
follo
wing
infor
matio
n rela
ted to
pare
ntally
-pla
ced p
rivate
scho
ol ch
ildre
n cov
ered
unde
r Se
c. 30
0.130
thro
ugh 3
00.14
4: (1
) Th
e num
ber o
f chil
dren
evalu
ated;
enro
llmen
t and
that
the pr
ivate
place
ment
is ap
prop
riate.
A
pare
ntal p
lacem
ent m
ay be
foun
d to b
e app
ropr
iate b
y a h
earin
g offic
er or
a co
urt e
ven i
f it do
es no
t mee
t the
State
stan
dard
s tha
t app
ly to
educ
ation
prov
ided b
y the
SE
A an
d LEA
s. (d
)Lim
itatio
n on
reim
burs
emen
t. Th
e cos
t of
reim
burse
ment
desc
ribed
in pa
ragr
aph (
c) of
this s
ectio
n ma
y be r
educ
ed or
denie
d—
(1) I
f— (i)
At th
e mos
t rec
ent IE
P me
eting
that
the pa
rents
att
ende
d prio
r to r
emov
al of
the ch
ild fr
om th
e pub
lic
scho
ol, th
e par
ents
did no
t infor
m the
IEP
team
that
they w
ere r
ejecti
ng th
e plac
emen
t pro
pose
d by t
he pu
blic
agen
cy to
prov
ide F
APE
to the
ir chil
d, inc
luding
stati
ng
their c
once
rns a
nd th
eir in
tent to
enro
ll the
ir chil
d in a
pr
ivate
scho
ol at
publi
c exp
ense
; or
(ii) A
t leas
t ten (
10) b
usine
ss da
ys (in
cludin
g any
holid
ays
that o
ccur
on a
busin
ess d
ay) p
rior t
o the
remo
val o
f the
child
from
the p
ublic
scho
ol, th
e par
ents
did no
t give
wr
itten n
otice
to th
e pub
lic ag
ency
of th
e info
rmati
on
desc
ribed
in pa
ragr
aph (
d)(1
)(i) o
f this
secti
on;
(2) I
f, prio
r to t
he pa
rents
’ remo
val o
f the c
hild f
rom
the
publi
c sch
ool, t
he pu
blic a
genc
y info
rmed
the p
aren
ts,
throu
gh th
e noti
ce re
quire
ments
desc
ribed
in S
ec.
300.5
03(a
)(1),
of its
inten
t to ev
aluate
the c
hild (
includ
ing
a stat
emen
t of th
e pur
pose
of th
e eva
luatio
n tha
t was
ap
prop
riate
and r
easo
nable
), bu
t the p
aren
ts did
not
make
the c
hild a
vaila
ble fo
r the
evalu
ation
; or
(3) U
pon a
judic
ial fin
ding o
f unr
easo
nable
ness
with
re
spec
t to ac
tions
take
n by t
he pa
rents
. (e
)Exc
eptio
n. N
otwith
stand
ing th
e noti
ce re
quire
ment
in pa
ragr
aph (
d)(1
) of th
is se
ction
, the c
ost o
f re
imbu
rseme
nt ma
y not
be re
duce
d or d
enied
for f
ailur
e to
prov
ide th
e noti
ce if—
(1
) The
pare
nt is
illiter
ate an
d can
not w
rite in
Eng
lish;
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
7
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
(2
) Th
e num
ber o
f chil
dren
deter
mine
d to
be ch
ildre
n with
disa
bilitie
s; an
d (3
) Th
e num
ber o
f chil
dren
serve
d. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
rs 18
20-0
030 a
nd
1820
-060
0)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A)(i
)) Se
c. 30
0.133
Exp
endi
ture
s. (a
) Fo
rmula
. To m
eet th
e req
uirem
ent
of Se
c. 30
0.132
(a),
each
LEA
must
spen
d the
fol
lowing
on pr
ovidi
ng sp
ecial
educ
ation
and
relat
ed se
rvice
s (inc
luding
dire
ct se
rvice
s) to
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies: (1)
For c
hildr
en ag
ed 3
throu
gh 21
, an
amou
nt tha
t is th
e sam
e pro
portio
n of th
e LEA
's tot
al su
bgra
nt un
der s
ectio
n 611
(f) of
the A
ct as
the
numb
er of
priva
te sc
hool
child
ren w
ith
disab
ilities
aged
3 thr
ough
21 w
ho ar
e enr
olled
by
their
pare
nts in
priva
te, in
cludin
g reli
gious
, ele
menta
ry sc
hools
and s
econ
dary
scho
ols
locate
d in t
he sc
hool
distric
t ser
ved b
y the
LEA,
is
to the
total
numb
er of
child
ren w
ith di
sabil
ities
in its
juris
dictio
n age
d 3 th
roug
h 21.
(2)(i
) Fo
r chil
dren
aged
thre
e thr
ough
fiv
e, an
amou
nt tha
t is th
e sam
e pro
portio
n of th
e LE
A's t
otal s
ubgr
ant u
nder
secti
on 61
9(g)
of th
e Ac
t as t
he nu
mber
of pa
renta
lly-p
laced
priva
te sc
hool
child
ren w
ith di
sabil
ities a
ged t
hree
thr
ough
five w
ho ar
e enr
olled
by th
eir pa
rents
in
a priv
ate, in
cludin
g reli
gious
, elem
entar
y sch
ool
locate
d in t
he sc
hool
distric
t ser
ved b
y the
LEA,
is
to the
total
numb
er of
child
ren w
ith di
sabil
ities
in its
juris
dictio
n age
d thr
ee th
roug
h five
.
(2) C
ompli
ance
with
para
grap
h (d)
(1) o
f this
secti
on w
ould
likely
resu
lt in p
hysic
al or
serio
us em
otion
al ha
rm to
the
child
;(3
) The
scho
ol pr
even
ted th
e par
ent fr
om pr
ovidi
ng th
e no
tice;
or
(4) T
he pa
rents
had n
ot re
ceive
d noti
ce, p
ursu
ant to
se
ction
615 o
f the A
ct, of
the n
otice
requ
ireme
nt in
para
grap
h (d)
(1) o
f this
secti
on. (
Autho
rity: 2
0 U.S
.C.
1412
(a)(1
0)(C
))
Child
ren
With
Disa
bilit
ies E
nrol
led b
y The
ir Pa
rent
s in
Priva
te S
choo
ls Se
c. 30
0.450
Def
initi
on o
f ‘‘p
rivat
e sc
hool
child
ren
with
disa
bilit
ies.’’
As us
ed in
this
part,
priva
te sc
hool
child
ren
with
dis
abilit
ies m
eans
child
ren w
ith di
sabil
ities e
nroll
ed by
the
ir par
ents
in pr
ivate
scho
ols or
facil
ities o
ther t
han
child
ren w
ith di
sabil
ities c
over
ed un
der S
ec. 3
00.40
0–
300.4
02.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.4
51 C
hild
find
for p
rivat
e sch
ool c
hild
ren
with
disa
bilit
ies.
(a) E
ach L
EA sh
all lo
cate,
iden
tify, a
nd ev
aluate
all
priva
te sc
hool
child
ren w
ith di
sabil
ities,
includ
ing re
ligiou
s sc
hool
child
ren r
esidi
ng in
the j
urisd
iction
of th
e LEA
, in
acco
rdan
ce w
ith S
ec. 3
00.12
5 and
300.2
20. T
he ac
tivitie
s un
derta
ken t
o car
ry ou
t this
resp
onsib
ility f
or pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s mus
t be c
ompa
rable
to
activ
ities u
nder
taken
for c
hildr
en w
ith di
sabil
ities i
n pub
lic
scho
ols.
(b) E
ach L
EA sh
all co
nsult
with
appr
opria
te
repr
esen
tative
s of p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s on
how
to ca
rry ou
t the a
ctivit
ies de
scrib
ed in
pa
ragr
aph (
a) of
this
secti
on.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A)(i
i))
Sec.
300.1
33(a
)(2)(i
i)
This
chan
ge cl
arifie
s tha
t chil
dren
aged
thre
e thr
ough
five a
re
cons
idere
d to b
e par
ental
ly-pla
ced p
rivate
scho
ol ch
ildre
n with
dis
abilit
ies en
rolle
d by t
heir p
aren
ts if t
hey a
re en
rolle
d in a
priva
te sc
hool
that m
eets
the de
finitio
n of e
lemen
tary s
choo
l in 30
0.13 o
r se
cond
ary s
choo
l in 30
0.131
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
8
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
(ii)
As d
escri
bed i
n par
agra
ph (a
)(2)(i
) of
this
secti
on, c
hildr
en ag
ed th
ree t
hrou
gh fiv
e are
co
nside
red t
o be p
aren
tally-
place
d priv
ate sc
hool
child
ren w
ith di
sabil
ities e
nroll
ed by
their
pare
nts
in pr
ivate,
inclu
ding r
eligio
us, e
lemen
tary
scho
ols, if
they
are e
nroll
ed in
a pr
ivate
scho
ol tha
t mee
ts the
defin
ition o
f elem
entar
y sch
ool in
Se
c. 30
0.13. (3) I
f an L
EA ha
s not
expe
nded
for
equit
able
servi
ces a
ll of th
e fun
ds de
scrib
ed in
pa
ragr
aphs
(a)(1
) and
(a)(2
) of th
is se
ction
by
the en
d of th
e fisc
al ye
ar fo
r whic
h Con
gres
s ap
prop
riated
the f
unds
, the L
EA m
ust o
bliga
te the
rema
ining
fund
s for
spec
ial ed
ucati
on an
d re
lated
servi
ces (
includ
ing di
rect
servi
ces)
to pa
renta
lly-p
laced
priva
te sc
hool
child
ren w
ith
disab
ilities
durin
g a ca
rry-o
ver p
eriod
of on
e ad
dition
al ye
ar.
(b)
Calcu
lating
prop
ortio
nate
amou
nt .In
calcu
lating
the p
ropo
rtiona
te am
ount
of Fe
dera
l fund
s to b
e pro
vided
for p
aren
tally-
place
d priv
ate sc
hool
child
ren w
ith di
sabil
ities,
the LE
A, af
ter tim
ely an
d mea
ningfu
l con
sulta
tion
with
repr
esen
tative
s of p
rivate
scho
ols un
der
Sec.
300.1
34, m
ust c
ondu
ct a t
horo
ugh a
nd
comp
lete c
hild f
ind pr
oces
s to d
eterm
ine th
e nu
mber
of pa
renta
lly-p
laced
child
ren w
ith
disab
ilities
atten
ding p
rivate
scho
ols lo
cated
in
the LE
A. (
See A
ppen
dix B
for a
n exa
mple
of ho
w pr
opor
tiona
te sh
are i
s calc
ulated
).
(c) A
nnua
l cou
nt of
the nu
mber
of
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies. (
1) E
ach L
EA m
ust--
(i)
Afte
r tim
ely an
d mea
ningfu
l
Sec.
300.4
52 P
rovis
ion
of se
rvice
s—ba
sic
requ
irem
ent.
(a)G
ener
al. T
o the
exten
t con
sisten
t with
their
numb
er
and l
ocati
on in
the S
tate,
prov
ision
mus
t be m
ade f
or th
e pa
rticipa
tion o
f priv
ate sc
hool
child
ren w
ith di
sabil
ities i
n the
prog
ram
assis
ted or
carri
ed ou
t und
er P
art B
of th
e Ac
tby
prov
iding
them
with
spec
ial ed
ucati
on an
d rela
ted
servi
ces i
n acc
orda
nce w
ith S
ec. 3
00.45
3–30
0.462
. (b
)SEA
Res
pons
ibility
—se
rvice
s plan
. Eac
h SEA
shall
en
sure
that,
in ac
cord
ance
with
para
grap
h (a)
of th
is se
ction
and S
ec. 3
00.45
4–30
0.456
, a se
rvice
s plan
is
deve
loped
and i
mplem
ented
for e
ach p
rivate
scho
ol ch
ild w
ith a
disab
ility w
ho ha
s bee
n des
ignate
d to r
eceiv
e sp
ecial
educ
ation
and r
elated
servi
ces u
nder
this
part.
(A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
)(i))
Sec.
300.4
53 E
xpen
ditu
res.
(a)F
orm
ula. T
o mee
t the r
equir
emen
t of S
ec. 3
00.45
2(a)
, ea
ch LE
A mu
st sp
end o
n pro
viding
spec
ial ed
ucati
on an
d re
lated
servi
ces t
o priv
ate sc
hool
child
ren w
ith
disab
ilities
—
(1) F
or ch
ildre
n age
d 3 th
roug
h 21,
an am
ount
that is
the
same
prop
ortio
n of th
e LEA
’s tot
al su
b gra
nt un
der
secti
on61
1(g)
of th
e Act
as th
e num
ber o
f priv
ate sc
hool
child
ren
with
disab
ilities
aged
3 thr
ough
21 re
siding
in its
jur
isdict
ion is
to th
e tota
l num
ber o
f chil
dren
with
dis
abilit
ies in
its ju
risdic
tion a
ged 3
thro
ugh 2
1; an
d (2
) For
child
ren a
ged 3
thro
ugh 5
, an a
moun
t that
is the
sa
me pr
opor
tion o
f the L
EA’s
total
subg
rant
unde
r sec
tion
619(
g) of
the A
ct as
the n
umbe
r of p
rivate
scho
ol ch
ildre
n wi
th dis
abilit
ies ag
ed 3
throu
gh 5
resid
ing in
its ju
risdic
tion
is to
the to
tal nu
mber
of ch
ildre
n with
disa
bilitie
s in i
ts
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 2
9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
co
nsult
ation
with
repr
esen
tative
s of p
aren
tally-
place
d priv
ate sc
hool
child
ren w
ith di
sabil
ities
(cons
isten
t with
Sec
. 300
.134)
, dete
rmine
the
numb
er of
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s atte
nding
priva
te sc
hools
loca
ted in
the L
EA; a
nd
(ii) E
nsur
e tha
t the c
ount
is co
nduc
ted
on an
y date
betw
een O
ctobe
r 1 an
d Dec
embe
r 1,
inclus
ive, o
f eac
h yea
r. (2
) Th
e cou
nt mu
st be
used
to
deter
mine
the a
moun
t that
the LE
A mu
st sp
end
on pr
ovidi
ng sp
ecial
educ
ation
and r
elated
se
rvice
s to p
aren
tally-
place
d priv
ate sc
hool
child
ren w
ith di
sabil
ities i
n the
next
subs
eque
nt fis
cal y
ear. (d
) Su
pplem
ent, n
ot su
pplan
t . St
ate
and l
ocal
funds
may
supp
lemen
t and
in no
case
su
pplan
t the p
ropo
rtiona
te am
ount
of Fe
dera
l fun
ds re
quire
d to b
e exp
ende
d for
pare
ntally
-pla
ced p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s un
der t
his pa
rt.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.1
34 C
onsu
ltatio
n.
To en
sure
timely
and m
eanin
gful
cons
ultati
on, a
n LEA
, or,
if app
ropr
iate,
an S
EA,
must
cons
ult w
ith pr
ivate
scho
ol re
pres
entat
ives
and r
epre
senta
tives
of pa
rents
of pa
renta
lly-
place
d priv
ate sc
hool
child
ren w
ith di
sabil
ities
durin
g the
desig
n and
deve
lopme
nt of
spec
ial
educ
ation
and r
elated
servi
ces f
or th
e chil
dren
jurisd
iction
aged
3 thr
ough
5. (b
) Chil
d co
unt.
(1) E
ach
LEA
shall
—
(i) C
onsu
lt with
repr
esen
tative
s of p
rivate
scho
ol ch
ildre
n in
decid
ing ho
w to
cond
uct th
e ann
ual c
ount
of the
nu
mber
of pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s; an
d (ii)
Ensu
re th
at the
coun
t is co
nduc
ted on
Dec
embe
r 1 or
the
last F
riday
of O
ctobe
r of e
ach y
ear.
(2) T
he ch
ild co
unt
must
be us
ed to
deter
mine
the a
moun
t that
the LE
A mu
st sp
end o
n pro
viding
spec
ial ed
ucati
on an
d rela
ted se
rvice
s to
priva
te sc
hool
child
ren w
ith di
sabil
ities i
n the
ne
xt su
bseq
uent
fisca
l yea
r. (c)
Exp
endit
ures
for c
hild
find
may
not
be
cons
idere
d. E
xpen
ditur
es fo
r chil
d find
ac
tivitie
s des
cribe
d in S
ec. 3
00.45
1 may
not b
e co
nside
red i
n dete
rmini
ng w
hethe
r the
LEA
has m
et the
re
quire
ments
of pa
ragr
aph (
a) of
this
secti
on. (
d)
Addit
ional
serv
ices p
erm
issibl
e. S
tate a
nd lo
cal
educ
ation
al ag
encie
s are
no
t pro
hibite
d fro
m pr
ovidi
ng se
rvice
s to p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s in e
xces
s of th
ose r
equir
ed by
thi
s par
t, con
sisten
t with
Stat
e law
or lo
cal p
olicy
. (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.4
54 S
ervic
es d
eter
min
ed.
(a)N
o ind
ividu
al rig
ht to
spec
ial e
duca
tion
and
relat
ed
serv
ices.
(1) N
o priv
ate sc
hool
child
with
a dis
abilit
y ha
s an i
ndivi
dual
right
to re
ceive
some
or al
l of th
e spe
cial
educ
ation
and r
elated
servi
ces t
hat th
e chil
d wou
ld re
ceive
if en
rolle
d in a
publi
c sch
ool.
(2) D
ecisi
ons a
bout
the se
rvice
s tha
t will
be pr
ovide
d to
priva
te sc
hool
child
ren w
ith di
sabil
ities u
nder
Sec
.s.
300.4
52–3
00.46
2, mu
st be
mad
e in a
ccor
danc
e with
pa
ragr
aphs
(b),
and (
c) of
this s
ectio
n. (b
) Con
sulta
tion
with
repr
esen
tativ
e of
priv
ate
scho
ol ch
ildre
n wi
th
disab
ilities
. (1)
Gene
ral.E
ach L
EA sh
all co
nsult
, in a
timely
and m
eanin
gful w
ay, w
ith ap
prop
riate
Sec.
300.1
34
The h
ow, w
here
, and
by w
hom
spec
ial ed
ucati
on an
d rela
ted
servi
ces a
re pr
ovide
d to p
aren
tally-
place
d sch
ool c
hildr
en w
ith
disab
ilities
are t
opics
of th
e pro
cess
of co
nsult
ation
amon
g LEA
off
icials
, priv
ate sc
hool
repr
esen
tative
s, an
d rep
rese
ntativ
es of
pa
rents
of pa
renta
lly-p
laced
priva
te sc
hool
child
ren w
ith
disab
ilities
. The
final
decis
ion w
ith re
spec
t to th
e ser
vices
prov
ided
to eli
gible
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s is
made
the L
EA..
Unde
r the
Act,
LEAs
only
have
an ob
ligati
on to
pr
ovide
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s an
oppo
rtunit
y for
equit
able
partic
ipatio
n in t
he se
rvice
s fun
ded
with
Fede
ral P
art B
fund
s tha
t the L
EA ha
s dete
rmine
d, aft
er
cons
ultati
on, to
mak
e ava
ilable
to th
is po
pulat
ion. L
EAs a
re no
t re
quire
d to s
pend
mor
e tha
n the
prop
ortio
nate
Fede
ral s
hare
on
those
servi
ces.
A se
rvice
s plan
shou
ld be
deve
loped
to de
scrib
e the
spec
ific sp
ecial
educ
ation
and r
elated
servi
ces o
ffere
d to a
pa
renta
lly-p
laced
priva
te sc
hool
child
with
a dis
abilit
y des
ignate
d to
rece
ive se
rvice
s.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
re
gard
ing th
e foll
owing
: (a
) Ch
ild fin
d. T
he ch
ild fin
d pro
cess
, inc
luding
--(1
) Ho
w pa
renta
lly-p
laced
priva
te sc
hool
child
ren s
uspe
cted o
f hav
ing a
disab
ility
can p
artic
ipate
equit
ably;
and
(2)
How
pare
nts, te
ache
rs, an
d priv
ate
scho
ol off
icials
will
be in
forme
d of th
e pro
cess
. (b
) Pr
opor
tiona
te sh
are o
f fund
s . T
he
deter
mina
tion o
f the p
ropo
rtiona
te sh
are o
f Fe
dera
l fund
s ava
ilable
to se
rve pa
renta
lly-
place
d priv
ate sc
hool
child
ren w
ith di
sabil
ities
unde
r Sec
. 300
.133(
b), in
cludin
g the
de
termi
natio
n of h
ow th
e pro
portio
nate
shar
e of
those
fund
s was
calcu
lated
. (c)
Con
sulta
tion p
roce
ss. T
he
cons
ultati
on pr
oces
s amo
ng th
e LEA
, priv
ate
scho
ol off
icials
, and
repr
esen
tative
s of p
aren
ts of
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies, in
cludin
g how
the p
roce
ss w
ill op
erate
thro
ugho
ut the
scho
ol ye
ar to
ensu
re
that p
aren
tally-
place
d chil
dren
with
disa
bilitie
s ide
ntifie
d thr
ough
the c
hild f
ind pr
oces
s can
me
aning
fully
partic
ipate
in sp
ecial
educ
ation
and
relat
ed se
rvice
s. (d
) Pr
ovisi
on of
spec
ial ed
ucati
on an
d re
lated
servi
ces.
How
, whe
re, a
nd by
who
m sp
ecial
educ
ation
and r
elated
servi
ces w
ill be
pr
ovide
d for
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s, inc
luding
a dis
cuss
ion
of--
(1)
The t
ypes
of se
rvice
s, inc
luding
dir
ect s
ervic
es an
d alte
rnate
servi
ce de
liver
y me
chan
isms;
and
repr
esen
tative
s of p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s in
light
of the
fund
ing un
der S
ec. 3
00.45
3, the
numb
er of
pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s, the
need
s of
priva
te sc
hool
child
ren w
ith di
sabil
ities,
and t
heir l
ocati
on
to de
cide—
(i)
Whic
h chil
dren
will
rece
ive se
rvice
s und
er
Sec.
300.4
52;
(ii)W
hat s
ervic
es w
ill be
prov
ided;
(iii
)Ho
w an
d whe
re th
e ser
vices
will
be
prov
ided;
and
(iv)
How
the se
rvice
s pro
vided
will
be ev
aluate
d. (2
)Gen
uine
oppo
rtunit
y. Ea
ch LE
A sh
all gi
ve ap
prop
riate
repr
esen
tative
s of p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s a g
enuin
e opp
ortun
ity to
expr
ess t
heir v
iews r
egar
ding
each
matt
er th
at is
subje
ct to
the co
nsult
ation
re
quire
ments
in
this s
ectio
n.
(3)T
iming
.The
cons
ultati
on re
quire
d by p
arag
raph
(b)(1
) of
this s
ectio
n mus
t occ
ur be
fore t
he LE
A ma
kes a
ny
decis
ion th
at aff
ects
the op
portu
nities
of pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s to p
artic
ipate
in se
rvice
s und
er
Sec.
300.4
52–3
00.46
2.
(4)D
ecisi
ons.
The L
EA sh
all m
ake t
he fin
al de
cision
s with
re
spec
t to th
e ser
vices
to be
prov
ided t
o elig
ible
priva
te sc
hool
child
ren.
(c)
Serv
ices p
lan fo
r eac
h ch
ild se
rved
und
er S
ec..
300.
450–
300.
462.
If a c
hild w
ith a
disab
ility i
s enr
olled
in
a reli
gious
or ot
her p
rivate
scho
ol an
d will
rece
ive sp
ecial
ed
ucati
on or
relat
ed se
rvice
s fro
m an
LEA,
the L
EA
shall
—(1
) Init
iate a
nd co
nduc
t mee
tings
to de
velop
, rev
iew, a
nd
revis
e a se
rvice
s plan
for t
he ch
ild, in
acco
rdan
ce w
ith
Sec.
300.4
55(b
); an
d (2
) Ens
ure t
hat a
repr
esen
tative
of th
e reli
gious
or ot
her
priva
te sc
hool
atten
ds ea
ch m
eetin
g. If t
he re
pres
entat
ive
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
1
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
(2
) Ho
w sp
ecial
educ
ation
and r
elated
se
rvice
s will
be ap
portio
ned i
f fund
s are
ins
uffici
ent to
serve
all p
aren
tally-
place
d priv
ate
scho
ol ch
ildre
n; an
d (3
) Ho
w an
d whe
n tho
se de
cision
s will
be
made
; (e)
Writt
en ex
plana
tion b
y LEA
re
gard
ing se
rvice
s. H
ow, if
the L
EA di
sagr
ees
with
the vi
ews o
f the p
rivate
scho
ol off
icials
on
the pr
ovisi
on of
servi
ces o
r the
type
s of s
ervic
es
(whe
ther p
rovid
ed di
rectl
y or t
hrou
gh a
contr
act),
the
LEA
will p
rovid
e to t
he pr
ivate
scho
ol off
icials
a w
ritten
expla
natio
n of th
e rea
sons
why
the L
EA
chos
e not
to pr
ovide
servi
ces d
irectl
y or t
hrou
gh
a con
tract.
(A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
rs 18
20-0
030 a
nd
1820
-060
0)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A)(i
ii))
Sec.
300.1
35 W
ritte
n af
firm
atio
n.
(a)
Whe
n tim
ely an
d mea
ningfu
l co
nsult
ation
, as r
equir
ed by
Sec
. 300
.134,
has
occu
rred,
the LE
A mu
st ob
tain a
writt
en
affirm
ation
sign
ed by
the r
epre
senta
tives
of
partic
ipatin
g priv
ate sc
hools
. (b
) If t
he re
pres
entat
ives d
o not
prov
ide
the af
firmati
on w
ithin
a rea
sona
ble pe
riod o
f tim
e, the
LEA
must
forwa
rd th
e doc
umen
tation
of
the co
nsult
ation
proc
ess t
o the
SEA
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
rs 18
20-0
030 a
nd
1820
-060
0)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A)(i
v))
cann
ot att
end,
the LE
A sh
all us
e othe
r meth
ods t
o ens
ure
partic
ipatio
n by t
he pr
ivate
scho
ol, in
cludin
g ind
ividu
al or
co
nfere
nce t
eleph
one c
alls.
(Auth
ority
: 141
2(a)
(10)
(A))
Sec.
300.4
55 S
ervic
es p
rovid
ed.
(a)G
ener
al. (1
) The
servi
ces p
rovid
ed to
priva
te sc
hool
child
ren w
ith di
sabil
ities m
ust b
e pro
vided
by pe
rsonn
el me
eting
the s
ame s
tanda
rds a
s per
sonn
el pr
ovidi
ng
servi
ces i
n the
publi
c sch
ools.
(2
) Priv
ate sc
hool
child
ren w
ith di
sabil
ities m
ay re
ceive
a dif
feren
t amo
unt o
f ser
vices
than
child
ren w
ith di
sabil
ities
in pu
blic s
choo
ls.
(3) N
o priv
ate sc
hool
child
with
a dis
abilit
y is e
ntitle
d to
any s
ervic
e or t
o any
amou
nt of
a ser
vice t
he ch
ild w
ould
rece
ive if
enro
lled i
n a pu
blic s
choo
l. (b
)Ser
vices
pro
vided
in a
ccor
danc
e wi
th a
serv
ices p
lan.
(1) E
ach p
rivate
scho
ol ch
ild w
ith a
disab
ility w
ho ha
s be
en de
signa
ted to
rece
ive se
rvice
s und
er S
ec. 3
00.45
2 mu
st ha
ve a
servi
ces p
lan th
at de
scrib
es th
e spe
cific
spec
ial ed
ucati
on an
d rela
ted se
rvice
s tha
t the L
EA w
ill pr
ovide
to th
e chil
d in l
ight o
f the s
ervic
es th
at the
LEA
has d
eterm
ined,
throu
gh th
e pro
cess
desc
ribed
in S
ec.
300.4
53–3
00.45
4, it w
ill ma
ke av
ailab
le to
priva
te sc
hool
child
ren w
ith di
sabil
ities.
(2
) The
servi
ces p
lan m
ust, t
o the
exten
t app
ropr
iate—
(i)
Mee
t the r
equir
emen
ts of
Sec.
300.3
47, w
ith re
spec
t to
the se
rvice
s pro
vided
; and
(ii)
Be d
evelo
ped,
revie
wed,
and r
evise
d con
sisten
t with
Se
c. 30
0.342
– 300
.346.
(A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.4
56 L
ocat
ion
of se
rvice
s; tr
ansp
orta
tion.
(a
)On-
site.
Servi
ces p
rovid
ed to
priva
te sc
hool
child
ren
with
disab
ilities
may
be pr
ovide
d on-
site a
t a ch
ild’s
priva
te sc
hool,
inclu
ding a
relig
ious s
choo
l, to t
he ex
tent
Sec.
300.1
37(b
)(2)
This
clarifi
es th
at, af
ter th
is co
nsult
ation
proc
ess,
the fin
al de
cision
wi
th re
spec
t to th
e ser
vices
prov
ided t
o elig
ible p
aren
tally-
place
d pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s is m
ade b
y the
LEA.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
Sec.
300.1
36 C
ompl
iance
. (a
) Ge
nera
l . A
priva
te sc
hool
offici
al ha
s the
right
to su
bmit a
comp
laint
to the
SEA
tha
t the L
EA--
(1)
Did n
ot en
gage
in co
nsult
ation
that
was m
eanin
gful a
nd tim
ely; o
r (2
) Di
d not
give d
ue co
nside
ratio
n to
the vi
ews o
f the p
rivate
scho
ol off
icial.
(b
) Pr
oced
ure .
(1)
If the
priva
te sc
hool
offici
al wi
shes
to su
bmit a
comp
laint,
the o
fficial
mu
st pr
ovide
to th
e SEA
the b
asis
of the
no
ncom
plian
ce by
the L
EA w
ith th
e app
licab
le pr
ivate
scho
ol pr
ovisi
ons i
n this
part;
and
(2)
The L
EA m
ust fo
rwar
d the
ap
prop
riate
docu
menta
tion t
o the
SEA
. (3
)(i)
If the
priva
te sc
hool
offici
al is
dissa
tisfie
d with
the d
ecisi
on of
the S
EA, th
e off
icial
may s
ubmi
t a co
mplai
nt to
the S
ecre
tary
by pr
ovidi
ng th
e info
rmati
on on
nonc
ompli
ance
de
scrib
ed in
para
grap
h (b)
(1) o
f this
secti
on; a
nd
(ii) T
he S
EA m
ust fo
rwar
d the
appr
opria
te do
cume
ntatio
n to t
he S
ecre
tary.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
bers
1820
-003
0 and
18
20-0
600)
(A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
)(v))
Sec.
300.1
37 E
quita
ble s
ervic
es d
eter
min
ed.
(a)
No in
dividu
al rig
ht to
spec
ial
educ
ation
and r
elated
servi
ces.
No p
aren
tally-
cons
isten
t with
law.
(b
)Tra
nspo
rtatio
n. (1
)Gen
eral.
(i) If
nece
ssar
y for
the
child
to be
nefit
from
or pa
rticipa
te in
the se
rvice
s pro
vided
un
der t
his pa
rt, a
priva
te sc
hool
child
with
a dis
abilit
y mus
t be
prov
ided t
rans
porta
tion—
(A
) Fro
m the
child
’s sc
hool
or th
e chil
d’s ho
me to
a sit
e oth
er th
an th
e priv
ate sc
hool;
and
(B) F
rom
the se
rvice
site
to the
priva
te sc
hool,
or to
the
child
’s ho
me, d
epen
ding o
n the
timing
of th
e ser
vices
. (ii)
LEAs
are n
ot re
quire
d to p
rovid
e tra
nspo
rtatio
n fro
m the
child
’s ho
me to
the p
rivate
scho
ol.
(2)C
ost o
f tra
nspo
rtatio
n. T
he co
st of
the tr
ansp
ortat
ion
desc
ribed
in pa
ragr
aph (
b)(1
)(i) o
f this
secti
on m
ay be
inc
luded
in ca
lculat
ing w
hethe
r the
LEA
has m
et the
re
quire
ment
of Se
c. 30
0.453
. (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.4
57 C
ompl
aints
. (a
)Due
pro
cess
inap
plica
ble. T
he pr
oced
ures
in S
ec.
300.5
04–3
00.51
5 do n
ot ap
ply to
comp
laints
that
an LE
A ha
s fail
ed to
mee
t the r
equir
emen
ts of
Sec.
300.4
52–
300.4
62, in
cludin
g the
prov
ision
of se
rvice
s ind
icated
on
the ch
ild’s
servi
ces p
lan. (
b) D
ue p
roce
ss a
pplic
able.
The
proc
edur
es in
Sec
. 300
.504–
300.5
15 do
apply
to
comp
laints
that
an LE
A ha
s fail
ed to
mee
t the
requ
ireme
nts of
Sec
. 300
.451,
includ
ing th
e req
uirem
ents
of Se
c. 30
0.530
–300
.543.
(c)St
ate
com
plaint
s. Co
mplai
nts th
at an
SEA
or LE
A ha
s fai
led to
mee
t the r
equir
emen
ts of
Sec.
300.4
51–3
00.46
2 ma
y be f
iled u
nder
the p
roce
dure
s in S
ec. 3
00.66
0–30
0.662
. (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.4
58 S
epar
ate c
lasse
s pro
hibi
ted.
An
LEA
may n
ot us
e fun
ds av
ailab
le un
der s
ectio
n 611
or
Sec.
300.1
38 (a
)(1) E
quita
ble s
ervic
es p
rovid
ed.
It is E
D’s p
ositio
n tha
t the h
ighly
quali
fied s
pecia
l edu
catio
n tea
cher
requ
ireme
nts do
not a
pply
to tea
cher
s hire
d by t
he pr
ivate
scho
ols.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
pla
ced p
rivate
scho
ol ch
ild w
ith a
disab
ility h
as
an in
dividu
al rig
ht to
rece
ive so
me or
all o
f the
spec
ial ed
ucati
on an
d rela
ted se
rvice
s tha
t the
child
wou
ld re
ceive
if en
rolle
d in a
publi
c sch
ool.
(b)
Decis
ions .
(1)
Decis
ions a
bout
the
servi
ces t
hat w
ill be
prov
ided t
o par
ental
ly-pla
ced p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s un
der S
ec. 3
00.13
0 thr
ough
300.1
44 m
ust b
e ma
de in
acco
rdan
ce w
ith pa
ragr
aph (
c) of
this
secti
on an
d Sec
. 300
.134(
c).
(2)
The L
EA m
ust m
ake t
he fin
al de
cision
s with
resp
ect to
the s
ervic
es to
be
prov
ided t
o elig
ible p
aren
tally-
place
d priv
ate
scho
ol ch
ildre
n with
disa
bilitie
s. (c)
Ser
vices
plan
for e
ach c
hild s
erve
d un
der S
ec. 3
00.13
0 thr
ough
300.1
44. I
f a ch
ild
with
a disa
bility
is en
rolle
d in a
relig
ious o
r othe
r pr
ivate
scho
ol by
the c
hild’s
pare
nts an
d will
rece
ive sp
ecial
educ
ation
or re
lated
servi
ces
from
an LE
A, th
e LEA
mus
t--
(1)
Initia
te an
d con
duct
meeti
ngs t
o de
velop
, rev
iew, a
nd re
vise a
servi
ces p
lan fo
r the
child
, in ac
cord
ance
with
Sec
. 300
.138(
b);
and
(2)
Ensu
re th
at a r
epre
senta
tive o
f the
relig
ious o
r othe
r priv
ate sc
hool
atten
ds ea
ch
meeti
ng. I
f the r
epre
senta
tive c
anno
t atte
nd, th
e LE
A sh
all us
e othe
r meth
ods t
o ens
ure
partic
ipatio
n by t
he re
ligiou
s or o
ther p
rivate
sc
hool,
inclu
ding i
ndivi
dual
or co
nfere
nce
telep
hone
calls
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
619 o
f the A
ct for
clas
ses t
hat a
re or
ganiz
ed se
para
tely
on the ba
sis of
scho
ol en
rollm
ent o
r reli
gion o
f the s
tuden
ts if— (a
) The
clas
ses a
re at
the s
ame s
ite; a
nd
(b) T
he cl
asse
s inc
lude s
tuden
ts en
rolle
d in p
ublic
sc
hools
and s
tuden
ts en
rolle
d in p
rivate
scho
ols.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.4
59 R
equi
rem
ent t
hat f
unds
not
ben
efit
a pr
ivate
scho
ol.
(a) A
n LEA
may
not u
se fu
nds p
rovid
ed un
der s
ectio
n 61
1 or 6
19 of
the A
ct to
finan
ce th
e exis
ting l
evel
of ins
tructi
on in
a pr
ivate
scho
ol or
to ot
herw
ise be
nefit
the
priva
te sc
hool.
(b
) The
LEA
shall
use f
unds
prov
ided u
nder
Par
t B of
the
Act to
mee
t the s
pecia
l edu
catio
n and
relat
ed se
rvice
s ne
eds o
f stud
ents
enro
lled i
n priv
ate sc
hools
, but
not
for—
(1) T
he ne
eds o
f a pr
ivate
scho
ol; or
(2
) The
gene
ral n
eeds
of th
e stud
ents
enro
lled i
n the
pr
ivate
scho
ol.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.4
60 U
se o
f pub
lic sc
hool
per
sonn
el.
An LE
A ma
y use
fund
s ava
ilable
unde
r sec
tions
611 a
nd
619 o
f the A
ct to
make
publi
c sch
ool p
erso
nnel
avail
able
in oth
er th
an pu
blic f
acilit
ies—
(a
) To t
he ex
tent n
eces
sary
to pr
ovide
servi
ces u
nder
Se
c. 30
0.450
–300
.462 f
or pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies; a
nd
(b) I
f thos
e ser
vices
are n
ot no
rmall
y pro
vided
by th
e pr
ivate
scho
ol.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
(A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.1
38 E
quita
ble s
ervic
es p
rovid
ed.
(a)
Gene
ral .
(1)
The s
ervic
es pr
ovide
d to
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies m
ust b
e pro
vided
by pe
rsonn
el me
eting
the
same
stan
dard
s as p
erso
nnel
prov
iding
se
rvice
s in t
he pu
blic s
choo
ls, ex
cept
that p
rivate
ele
menta
ry sc
hool
and s
econ
dary
scho
ol tea
cher
s wh
o are
prov
iding
equit
able
servi
ces t
o par
ental
ly-pla
ced p
rivate
scho
ol ch
ildre
n with
disa
bilitie
s do
not h
ave t
o mee
t the h
ighly
quali
fied s
pecia
l ed
ucati
on te
ache
r req
uirem
ents
of Se
c. 30
0.18.
(2)
Pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s may
rece
ive a
differ
ent
amou
nt of
servi
ces t
han c
hildr
en w
ith di
sabil
ities
in pu
blic s
choo
ls.
(b)
Servi
ces p
rovid
ed in
acco
rdan
ce
with
a ser
vices
plan
. (1)
Eac
h par
ental
ly-pla
ced
priva
te sc
hool
child
with
a dis
abilit
y who
has
been
desig
nated
to re
ceive
servi
ces u
nder
Sec
. 30
0.132
mus
t hav
e a se
rvice
s plan
that
desc
ribes
the s
pecif
ic sp
ecial
educ
ation
and
relat
ed se
rvice
s tha
t the L
EA w
ill pr
ovide
to th
e ch
ild in
light
of the
servi
ces t
hat th
e LEA
has
deter
mine
d, thr
ough
the p
roce
ss de
scrib
ed in
Se
c. 30
0.134
and 3
00.13
7, it w
ill ma
ke av
ailab
le to
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies. (2)
The s
ervic
es pl
an m
ust, t
o the
ex
tent a
ppro
priat
e--
(i) M
eet th
e req
uirem
ents
of Se
c. 30
0.320
, or f
or a
child
ages
thre
e thr
ough
five,
meet
the re
quire
ments
of S
ec. 3
00.32
3(b)
with
Sec.
300.4
61 U
se o
f priv
ate s
choo
l per
sonn
el.
An LE
A ma
y use
fund
s ava
ilable
unde
r sec
tion 6
11 or
619
of the
Act
to pa
y for
the s
ervic
es of
an em
ploye
e of a
pr
ivate
scho
ol to
prov
ide se
rvice
s und
er S
ec. 3
00.45
0–30
0.462
if—
(a) T
he em
ploye
e per
forms
the s
ervic
es ou
tside
of hi
s or
her r
egula
r hou
rs of
duty;
and
(b) T
he em
ploye
e per
forms
the s
ervic
es un
der p
ublic
su
pervi
sion a
nd co
ntrol.
(A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
Sec.
300.4
62 R
equi
rem
ents
conc
erni
ng p
rope
rty,
equi
pmen
t, an
d su
pplie
s for
the b
enef
it of
priv
ate
scho
ol ch
ildre
n wi
th d
isabi
lities
. (a
) A pu
blic a
genc
y mus
t kee
p title
to an
d exe
rcise
co
ntinu
ing ad
minis
trativ
e con
trol o
f all p
rope
rty,
equip
ment,
and s
uppli
es th
at the
publi
c age
ncy a
cquir
es
with
funds
unde
r sec
tion 6
11 or
619 o
f the A
ct for
the
bene
fit of
priva
te sc
hool
child
ren w
ith di
sabil
ities.
(b) T
he pu
blic a
genc
y may
plac
e equ
ipmen
t and
supp
lies
in a p
rivate
scho
ol for
the p
eriod
of tim
e nee
ded f
or
the pr
ogra
m.
(c) T
he pu
blic a
genc
y sha
ll ens
ure t
hat th
e equ
ipmen
t and
su
pplie
s plac
ed in
a pr
ivate
scho
ol—
(1) A
re us
ed on
ly for
Par
t B pu
rpos
es; a
nd
(2) C
an be
remo
ved f
rom
the pr
ivate
scho
ol wi
thout
remo
delin
g the
priva
te sc
hool
facilit
y. (d
) The
publi
c age
ncy s
hall r
emov
e equ
ipmen
t and
su
pplie
s fro
m a p
rivate
scho
ol if—
(1
) The
equip
ment
and s
uppli
es ar
e no l
onge
r nee
ded f
or
Part
B pu
rpos
es; o
r (2
) Rem
oval
is ne
cess
ary t
o avo
id un
autho
rized
use o
f the
equip
ment
and s
uppli
es fo
r othe
r tha
n Par
t B
purp
oses
. (e
) No f
unds
unde
r Par
t B of
the A
ct ma
y be u
sed f
or
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
re
spec
t to th
e ser
vices
prov
ided;
and
(ii) B
e dev
elope
d, re
viewe
d, an
d re
vised
cons
isten
t with
Sec
. 300
.321 t
hrou
gh
300.3
24. (c)
Pro
vision
of eq
uitab
le se
rvice
s. (1
)Th
e pro
vision
of se
rvice
s pur
suan
t to th
is se
ction
an
d Sec
. 300
.139 t
hrou
gh 30
0.143
mus
t be
prov
ided: (i)
By e
mploy
ees o
f a pu
blic a
genc
y; or
(ii)
Thr
ough
contr
act b
y the
publi
c ag
ency
with
an in
dividu
al, as
socia
tion,
agen
cy,
orga
nizati
on, o
r othe
r enti
ty.
(2)
Spec
ial ed
ucati
on an
d rela
ted
servi
ces p
rovid
ed to
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
disa
bilitie
s, inc
luding
ma
terial
s and
equip
ment,
mus
t be s
ecula
r, ne
utral,
and n
onide
ologic
al.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
)(vi))
Sec.
300.1
39 L
ocat
ion
of se
rvice
s and
tra
nspo
rtatio
n.
(a)
Servi
ces o
n priv
ate sc
hool
prem
ises.
Ser
vices
to pa
renta
lly-p
laced
priva
te sc
hool
child
ren w
ith di
sabil
ities m
ay be
prov
ided
on th
e pre
mise
s of p
rivate
, inclu
ding r
eligio
us,
scho
ols, to
the e
xtent
cons
isten
t with
law.
(b
) Tr
ansp
ortat
ion. (
1) G
ener
al.(i)
If ne
cess
ary f
or th
e chil
d to b
enefi
t fro
m or
partic
ipate
in the
servi
ces p
rovid
ed un
der
repa
irs, m
inor r
emod
eling
, or c
onstr
uctio
n of p
rivate
sc
hool
facilit
ies. (
Autho
rity: 2
0 U.S
.C. 1
412(
a)(1
0)(A
))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
thi
s par
t, a pa
renta
lly-p
laced
priva
te sc
hool
child
wi
th a d
isabil
ity m
ust b
e pro
vided
tran
spor
tation
-- (A
) Fr
om th
e chil
d’s sc
hool
or th
e ch
ild’s
home
to a
site o
ther t
han t
he pr
ivate
scho
ol; an
d (B)
From
the s
ervic
e site
to th
e priv
ate
scho
ol, or
to th
e chil
d’s ho
me, d
epen
ding o
n the
tim
ing of
the s
ervic
es.
(ii) L
EAs a
re no
t req
uired
to pr
ovide
tra
nspo
rtatio
n fro
m the
child
’s ho
me to
the
priva
te sc
hool.
(2
) Co
st of
trans
porta
tion .
The
cost
of the
tran
spor
tation
desc
ribed
in pa
ragr
aph
(b)(1
)(i) o
f this
secti
on m
ay be
inclu
ded i
n ca
lculat
ing w
hethe
r the
LEA
has m
et the
re
quire
ment
of Se
c. 30
0.133
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.1
40 D
ue p
roce
ss co
mpl
aints
and
Stat
e com
plain
ts.
(a)
Due p
roce
ss n
ot ap
plica
ble,
exce
pt fo
r chi
ld fin
d . (1
) Exc
ept a
s pro
vided
in
para
grap
h (b)
of th
is se
ction
, the p
roce
dure
s in
Sec.
300.5
04 th
roug
h 300
.519 d
o not
apply
to
comp
laints
that
an LE
A ha
s fail
ed to
mee
t the
requ
ireme
nts of
Sec
. 300
.132 t
hrou
gh 30
0.139
, inc
luding
the p
rovis
ion of
servi
ces i
ndica
ted on
the
child
’s se
rvice
s plan
. (b
) Ch
ild fin
d com
plaint
s--to
be fil
ed
with
the LE
A in
which
the p
rivate
scho
ol is
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
7
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
loc
ated.
(1)
The p
roce
dure
s in S
ec. 3
00.50
4 thr
ough
300.5
19 ap
ply to
comp
laints
that
an LE
A ha
s fail
ed to
mee
t the c
hild f
ind re
quire
ments
in
Sec.
300.1
31, in
cludin
g the
requ
ireme
nts in
Sec
. 30
0.300
thro
ugh 3
00.31
1. (2
) An
y due
proc
ess c
ompla
int
rega
rding
the c
hild f
ind re
quire
ments
(as
desc
ribed
in pa
ragr
aph (
b)(1
) of th
is se
ction
) mu
st be
filed
with
the L
EA in
whic
h the
priva
te sc
hool
is loc
ated a
nd a
copy
mus
t be f
orwa
rded
to
the S
EA. (c) S
tate c
ompla
ints .
(1) A
ny co
mplai
nt tha
t an S
EA or
LEA
has f
ailed
to m
eet th
e re
quire
ments
in S
ec. 3
00.13
2 thr
ough
300.1
35
and 3
00.13
7 thr
ough
300.1
44 m
ust b
e file
d in
acco
rdan
ce w
ith th
e pro
cedu
res d
escri
bed i
n Se
c. 30
0.151
thro
ugh 3
00.15
3. (2
) A
comp
laint
filed b
y a pr
ivate
scho
ol off
icial
unde
r Sec
. 300
.136(
a) m
ust b
e file
d with
the
SEA
in ac
cord
ance
with
the p
roce
dure
s in
Sec.
300.1
36(b
). (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.1
41 R
equi
rem
ent t
hat f
unds
not
be
nefit
a pr
ivate
scho
ol.
(a)
An LE
A ma
y not
use f
unds
prov
ided
unde
r sec
tion 6
11 or
619 o
f the A
ct to
finan
ce
the ex
isting
leve
l of in
struc
tion i
n a pr
ivate
scho
ol or
to ot
herw
ise be
nefit
the pr
ivate
scho
ol.
(b)
The L
EA m
ust u
se fu
nds p
rovid
ed
unde
r Par
t B of
the A
ct to
meet
the sp
ecial
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
8
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
ed
ucati
on an
d rela
ted se
rvice
s nee
ds of
pa
renta
lly-p
laced
priva
te sc
hool
child
ren w
ith
disab
ilities
, but
not fo
r mee
ting-
- (1
) Th
e nee
ds of
a pr
ivate
scho
ol; or
(2
) Th
e gen
eral
need
s of th
e stud
ents
enro
lled i
n the
priva
te sc
hool.
(A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.1
42 U
se o
f per
sonn
el.
(a)
Use o
f pub
lic sc
hool
perso
nnel .
An
LEA
may u
se fu
nds a
vaila
ble un
der s
ectio
ns 61
1 an
d 619
of th
e Act
to ma
ke pu
blic s
choo
l pe
rsonn
el av
ailab
le in
other
than
publi
c fac
ilities
--
(1)
To th
e exte
nt ne
cess
ary t
o pro
vide
servi
ces u
nder
Sec
. 300
.130 t
hrou
gh 30
0.144
for
pare
ntally
-plac
ed pr
ivate
scho
ol ch
ildre
n with
dis
abilit
ies; a
nd
(2)
If tho
se se
rvice
s are
not n
orma
lly
prov
ided b
y the
priva
te sc
hool.
(b
) Us
e of p
rivate
scho
ol pe
rsonn
el .An
LEA
may u
se fu
nds a
vaila
ble un
der s
ectio
ns
611 a
nd 61
9 of th
e Act
to pa
y for
the s
ervic
es of
an
emplo
yee o
f a pr
ivate
scho
ol to
prov
ide
servi
ces u
nder
Sec
. 300
.130 t
hrou
gh 30
0.144
if--
(1)
The e
mploy
ee pe
rform
s the
se
rvice
s outs
ide of
his o
r her
regu
lar ho
urs o
f du
ty; an
d (2)
The e
mploy
ee pe
rform
s the
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 3
9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
se
rvice
s und
er pu
blic s
uper
vision
and c
ontro
l. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.1
43 S
epar
ate c
lasse
s pro
hibi
ted.
An LE
A ma
y not
use f
unds
avail
able
unde
r sec
tion 6
11 or
619 o
f the A
ct for
clas
ses
that a
re or
ganiz
ed se
para
tely o
n the
basis
of
scho
ol en
rollm
ent o
r reli
gion o
f the c
hildr
en if—
(a
) Th
e clas
ses a
re at
the s
ame s
ite;
and
(b)
The c
lasse
s inc
lude c
hildr
en
enro
lled i
n pub
lic sc
hools
and c
hildr
en en
rolle
d in
priva
te sc
hools
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A))
Sec.
300.1
44 P
rope
rty, e
quip
men
t, an
d su
pplie
s. (a)
A pu
blic a
genc
y mus
t con
trol a
nd
admi
nister
the f
unds
used
to pr
ovide
spec
ial
educ
ation
and r
elated
servi
ces u
nder
Sec
. 30
0.137
thro
ugh 3
00.13
9, an
d hold
title
to an
d ad
minis
ter m
ateria
ls, eq
uipme
nt, an
d pro
perty
pu
rchas
ed w
ith th
ose f
unds
for t
he us
es an
d pu
rpos
es pr
ovide
d in t
he A
ct.
(b)
The p
ublic
agen
cy m
ay pl
ace
equip
ment
and s
uppli
es in
a pr
ivate
scho
ol for
the
perio
d of ti
me ne
eded
for t
he P
art B
pr
ogra
m. (c)
The
publi
c age
ncy m
ust e
nsur
e tha
t
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
the
equip
ment
and s
uppli
es pl
aced
in a
priva
te sc
hool-
- (1)
Are u
sed o
nly fo
r Par
t B pu
rpos
es;
and
(2)
Can b
e rem
oved
from
the p
rivate
sc
hool
witho
ut re
mode
ling t
he pr
ivate
scho
ol fac
ility.
(d)
The p
ublic
agen
cy m
ust r
emov
e eq
uipme
nt an
d sup
plies
from
a pr
ivate
scho
ol if--
(1
) Th
e equ
ipmen
t and
supp
lies a
re no
lon
ger n
eede
d for
Par
t B pu
rpos
es; o
r (2
) Re
mova
l is ne
cess
ary t
o avo
id un
autho
rized
use o
f the e
quipm
ent a
nd su
pplie
s for
othe
r tha
n Par
t B pu
rpos
es.
(e)
No fu
nds u
nder
Par
t B of
the A
ct ma
y be u
sed f
or re
pairs
, mino
r rem
odeli
ng, o
r co
nstru
ction
of pr
ivate
scho
ol fac
ilities
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(A)(v
ii))
Child
ren W
ith D
isabil
ities i
n Priv
ate S
choo
ls Pl
aced
or R
eferre
d by P
ublic
Age
ncies
Sec.
300.1
45 A
pplic
abilit
y of S
ec. 3
00.14
6 th
roug
h 30
0.147
. Se
ction
s 300
.146 t
hrou
gh 30
0.147
ap
ply on
ly to
child
ren w
ith di
sabil
ities w
ho ar
e or
have
been
plac
ed in
or re
ferre
d to a
priva
te sc
hool
or fa
cility
by a
publi
c age
ncy a
s a m
eans
of
prov
iding
spec
ial ed
ucati
on an
d rela
ted
servi
ces.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
1
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
(A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(10)
(B))
Sec.
300.1
46 R
espo
nsib
ility o
f SEA
. Ea
ch S
EA m
ust e
nsur
e tha
t a ch
ild w
ith
a disa
bility
who
is pl
aced
in or
refer
red t
o a
priva
te sc
hool
or fa
cility
by a
publi
c age
ncy--
(a
) Is
prov
ided s
pecia
l edu
catio
n and
relat
ed
servi
ces--
1) In
confo
rman
ce w
ith an
IEP
that m
eets
the
requ
ireme
nts of
Sec
. 300
.320 t
hrou
gh 30
0.325
; an
d (2
) At
no co
st to
the pa
rents
; (b
) Is
prov
ided a
n edu
catio
n tha
t mee
ts the
sta
ndar
ds th
at ap
ply to
educ
ation
prov
ided b
y the
SEA
and L
EAs i
nclud
ing th
e req
uirem
ents
of thi
s par
t, exc
ept fo
r Sec
. 300
.18 an
d Sec
. 30
0.156
(c); a
nd
(c) H
as al
l of th
e righ
ts of
a chil
d with
a dis
abilit
y wh
o is s
erve
d by a
publi
c age
ncy.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(B
))
Sec.
300.1
47 Im
plem
enta
tion
by S
EA.
In im
pleme
nting
Sec
. 300
.146,
the S
EA
must-
-(a
) Mo
nitor
comp
lianc
e thr
ough
pr
oced
ures
such
as w
ritten
repo
rts, o
n-sit
e visi
ts,
and p
aren
t que
stion
naire
s;
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
(b
) Di
ssem
inate
copie
s of a
pplic
able
stand
ards
to ea
ch pr
ivate
scho
ol an
d fac
ility t
o wh
ich a
publi
c age
ncy h
as re
ferre
d or p
laced
a ch
ild w
ith a
disab
ility;
and
(c) P
rovid
e an o
ppor
tunity
for t
hose
pr
ivate
scho
ols an
d fac
ilities
to pa
rticipa
te in
the
deve
lopme
nt an
d rev
ision
of S
tate s
tanda
rds t
hat
apply
to th
em.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(B
))
Child
ren W
ith D
isabil
ities E
nroll
ed by
The
ir Pa
rents
in P
rivate
Sch
ools
Whe
n FAP
E is
at Iss
ue
Sec.
300.1
48 P
lacem
ent o
f chi
ldre
n by
pa
rent
s whe
n FA
PE is
at is
sue.
(a)
Gene
ral .
This
part
does
not r
equir
e an
LEA
to pa
y for
the c
ost o
f edu
catio
n, inc
luding
sp
ecial
educ
ation
and r
elated
servi
ces,
of a c
hild
with
a disa
bility
at a
priva
te sc
hool
or fa
cility
if tha
t age
ncy m
ade F
APE
avail
able
to the
child
an
d the
pare
nts el
ected
to pl
ace t
he ch
ild in
a pr
ivate
scho
ol or
facil
ity. H
owev
er, th
e pub
lic
agen
cy m
ust in
clude
that
child
in th
e pop
ulatio
n wh
ose n
eeds
are a
ddre
ssed
cons
isten
t with
Sec
. 30
0.131
thro
ugh 3
00.14
4. (b
) Di
sagr
eeme
nts ab
out F
APE .
Disa
gree
ments
betw
een t
he pa
rents
and a
publi
c ag
ency
rega
rding
the a
vaila
bility
of a
prog
ram
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
ap
prop
riate
for th
e chil
d, an
d the
ques
tion o
f fin
ancia
l reim
burse
ment,
are s
ubjec
t to th
e due
pr
oces
s pro
cedu
res i
n Sec
. 300
.504 t
hrou
gh
300.5
20. (c)
Reim
burse
ment
for pr
ivate
scho
olpla
ceme
nt. If
the p
aren
ts of
a chil
d with
a dis
abilit
y, wh
o pre
vious
ly re
ceive
d spe
cial
educ
ation
and r
elated
servi
ces u
nder
the
autho
rity of
a pu
blic a
genc
y, en
roll t
he ch
ild in
a pr
ivate
pres
choo
l, elem
entar
y sch
ool, o
r se
cond
ary s
choo
l with
out th
e con
sent
of or
re
ferra
l by t
he pu
blic a
genc
y, a c
ourt
or a
hear
ing of
ficer
may
requ
ire th
e age
ncy t
o re
imbu
rse th
e par
ents
for th
e cos
t of th
at en
rollm
ent if
the c
ourt
or he
aring
offic
er fin
ds th
at the
agen
cy ha
d not
made
FAP
E av
ailab
le to
the
child
in a
timely
man
ner p
rior t
o tha
t enr
ollme
nt an
d tha
t the p
rivate
plac
emen
t is ap
prop
riate.
A
pare
ntal p
lacem
ent m
ay be
foun
d to b
e ap
prop
riate
by a
hear
ing of
ficer
or a
cour
t eve
n if
it doe
s not
meet
the S
tate s
tanda
rds t
hat a
pply
to ed
ucati
on pr
ovide
d by t
he S
EA an
d LEA
s. (d
) Lim
itatio
n on r
eimbu
rseme
nt . T
he co
st of
reim
burse
ment
desc
ribed
in pa
ragr
aph (
c) of
this
secti
on m
ay be
redu
ced o
r den
ied--
(1)
If--
(i) A
t the m
ost r
ecen
t IEP
Team
mee
ting t
hat th
e pa
rents
atten
ded p
rior t
o rem
oval
of the
child
fro
m the
publi
c sch
ool, t
he pa
rents
did n
ot inf
orm
the IE
P Te
am th
at the
y wer
e reje
cting
the
place
ment
prop
osed
by th
e pub
lic ag
ency
to
prov
ide F
APE
to the
ir chil
d, inc
luding
stati
ng
their c
once
rns a
nd th
eir in
tent to
enro
ll the
ir chil
d
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
in
a priv
ate sc
hool
at pu
blic e
xpen
se; o
r (ii)
At le
ast te
n (10
) bus
iness
days
(in
cludin
g any
holid
ays t
hat o
ccur
on a
busin
ess
day)
prior
to th
e rem
oval
of the
child
from
the
publi
c sch
ool, t
he pa
rents
did n
ot giv
e writt
en
notic
e to t
he pu
blic a
genc
y of th
e info
rmati
on
desc
ribed
in pa
ragr
aph (
d)(1
)(i) o
f this
secti
on;
(2)
If, pr
ior to
the p
aren
ts' re
mova
l of
the ch
ild fr
om th
e pub
lic sc
hool,
the p
ublic
ag
ency
infor
med t
he pa
rents
, thro
ugh t
he no
tice
requ
ireme
nts de
scrib
ed in
Sec
. 300
.503(
a)(1
), of
its in
tent to
evalu
ate th
e chil
d (inc
luding
a sta
temen
t of th
e pur
pose
of th
e eva
luatio
n tha
t wa
s app
ropr
iate a
nd re
ason
able)
, but
the
pare
nts di
d not
make
the c
hild a
vaila
ble fo
r the
ev
aluati
on; o
r (3
) Up
on a
judici
al fin
ding o
f unr
easo
nable
ness
wi
th re
spec
t to ac
tions
take
n by t
he pa
rents
. (e
) Ex
cepti
on. N
otwith
stand
ing th
e noti
ce
requ
ireme
nt in
para
grap
h (d)
(1) o
f this
secti
on,
the co
st of
reim
burse
ment-
- (1
) Mu
st no
t be r
educ
ed or
denie
d for
failu
re to
pr
ovide
the n
otice
if--
(i) T
he sc
hool
prev
ented
the p
aren
ts fro
m pr
ovidi
ng th
e noti
ce;
(ii) T
he pa
rents
had n
ot re
ceive
d noti
ce,
pursu
ant to
Sec
. 300
.504,
of the
notic
e re
quire
ment
in pa
ragr
aph (
d)(1
) of th
is se
ction
; or (iii
) Co
mplia
nce w
ith pa
ragr
aph (
d)(1
) of th
is se
ction
wou
ld lik
ely re
sult i
n phy
sical
harm
to th
e
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
ch
ild; a
nd
(2)
May,
in the
disc
retio
n of th
e cou
rt or
a he
aring
offic
er, n
ot be
redu
ced o
r den
ied fo
r fai
lure t
o pro
vide t
his no
tice i
f-(i)
The p
aren
ts ar
e not
litera
te or
cann
ot wr
ite in
Eng
lish;
or
(ii) C
ompli
ance
with
para
grap
h (d)
(1) o
f this
secti
on w
ould
likely
resu
lt in s
eriou
s emo
tiona
l ha
rm to
the c
hild.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
0)(C
))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
Se
c. 30
0.154
Met
hods
of e
nsur
ing
serv
ices.
(d)
Child
ren w
ith di
sabil
ities w
ho ar
e co
vere
d by p
ublic
bene
fits or
insu
ranc
e. (1
) A
publi
c age
ncy m
ay us
e the
Med
icaid
or ot
her
publi
c ben
efits
or in
sura
nce p
rogr
ams i
n whic
h a
child
partic
ipates
to pr
ovide
or pa
y for
servi
ces
requ
ired u
nder
this
part,
as pe
rmitte
d und
er th
e pu
blic b
enefi
ts or
insu
ranc
e pro
gram
, exc
ept a
s pr
ovide
d in p
arag
raph
(d)(2
) of th
is se
ction
. (2
) W
ith re
gard
to se
rvice
s req
uired
to
prov
ide F
APE
to an
eligi
ble ch
ild un
der t
his pa
rt,
the pu
blic a
genc
y--
(i) M
ay no
t req
uire p
aren
ts to
sign u
p for
or en
roll i
n pub
lic be
nefits
or in
sura
nce
prog
rams
in or
der f
or th
eir ch
ild to
rece
ive F
APE
unde
r Par
t B of
the A
ct;
(ii) M
ay no
t req
uire p
aren
ts to
incur
an
out-o
f-poc
ket e
xpen
se su
ch as
the p
ayme
nt of
a de
ducti
ble or
co-p
ay am
ount
incur
red i
n filin
g a
claim
for s
ervic
es pr
ovide
d pur
suan
t to th
is pa
rt,
but p
ursu
ant to
para
grap
h (g)
(2) o
f this
secti
on,
may p
ay th
e cos
t that
the pa
rents
othe
rwise
wo
uld be
requ
ired t
o pay
; (iii
) Ma
y not
use a
child
’s be
nefits
un
der a
publi
c ben
efits
or in
sura
nce p
rogr
am if
that u
se w
ould-
- (A
) De
creas
e ava
ilable
lifeti
me
cove
rage
or an
y othe
r insu
red b
enefi
t; (B
) Re
sult i
n the
fami
ly pa
ying f
or
servi
ces t
hat w
ould
other
wise
be co
vere
d by t
he
publi
c ben
efits
or in
sura
nce p
rogr
am an
d tha
t
Sec.
300.1
42 M
etho
ds o
f ens
urin
g se
rvice
s.
(e)C
hildr
en w
ith d
isabil
ities w
ho a
re co
vere
d by
pub
lic
insur
ance
. (1
) A pu
blic a
genc
y may
use t
he M
edica
id or
othe
r pub
lic
insur
ance
bene
fits pr
ogra
ms in
whic
h a ch
ild pa
rticipa
tes
to pr
ovide
or pa
y for
servi
ces r
equir
ed un
der t
his pa
rt, as
pe
rmitte
d und
er th
e pub
lic in
sura
nce p
rogr
am, e
xcep
t as
prov
ided i
n par
agra
ph (e
)(2) o
f this
secti
on.
(2) W
ith re
gard
to se
rvice
s req
uired
to pr
ovide
FAP
E to
an
eligib
le ch
ild un
der t
his pa
rt, th
e pub
lic ag
ency
—
(i) M
ay no
t req
uire p
aren
ts to
sign u
p for
or en
roll i
n pu
blic i
nsur
ance
prog
rams
in or
der f
or th
eir ch
ild to
re
ceive
FAP
E un
der P
art B
of th
e Act;
(ii) M
ay no
t req
uire p
aren
ts to
incur
an ou
t-of-p
ocke
t ex
pens
e suc
h as t
he pa
ymen
t of a
dedu
ctible
or co
-pay
am
ount
incur
red i
n filin
g a cl
aim fo
r ser
vices
prov
ided
pursu
ant to
this
part,
but p
ursu
ant to
para
grap
h (g)
(2) o
f thi
s sec
tion,
may p
ay th
e cos
t that
the pa
rent
other
wise
wo
uld be
requ
ired t
o pay
; and
(iii) M
ay no
t use
a ch
ild’s
bene
fits un
der a
publi
c ins
uran
ce pr
ogra
m if t
hat u
se w
ould—
(A
) Dec
reas
e ava
ilable
lifeti
me co
vera
ge or
any o
ther
insur
ed be
nefit;
(B
) Res
ult in
the f
amily
payin
g for
servi
ces t
hat w
ould
other
wise
be co
vere
d by t
he pu
blic i
nsur
ance
prog
ram
and t
hat a
re re
quire
d for
the c
hild o
utside
of th
e tim
e the
ch
ild is
in sc
hool;
(C) I
ncre
ase p
remi
ums o
r lead
to th
e disc
ontin
uatio
n of
insur
ance
; or
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
7
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
ar
e req
uired
for t
he ch
ild ou
tside
of th
e tim
e the
ch
ild is
in sc
hool;
(C
) Inc
reas
e pre
mium
s or le
ad to
the
disco
ntinu
ation
of be
nefits
or in
sura
nce;
or
(D)
Risk
loss
of el
igibil
ity fo
r hom
e and
co
mmun
ity-b
ased
waiv
ers,
base
d on a
ggre
gate
healt
h-re
lated
expe
nditu
res;
and
(iv)(A
) Mu
st ob
tain p
aren
tal co
nsen
t, co
nsist
ent w
ith S
ec. 3
00.9,
each
time t
hat
acce
ss to
publi
c ben
efits
or in
sura
nce i
s sou
ght;
and
(B)
Notify
pare
nts th
at the
pare
nts’
refus
al to
allow
acce
ss to
their
publi
c ben
efits
or
insur
ance
does
not r
eliev
e the
publi
c age
ncy o
f its
resp
onsib
ility t
o ens
ure t
hat a
ll req
uired
se
rvice
s are
prov
ided a
t no c
ost to
the p
aren
ts.
(e)
Child
ren w
ith di
sabil
ities w
ho ar
e co
vere
d by p
rivate
insu
ranc
e. (1
) W
ith re
gard
to
servi
ces r
equir
ed to
prov
ide F
APE
to an
eligi
ble
child
unde
r this
part,
a pu
blic a
genc
y may
ac
cess
the p
aren
ts’ pr
ivate
insur
ance
proc
eeds
on
ly if t
he pa
rents
prov
ide co
nsen
t con
sisten
t wi
th Se
c. 30
0.9.
(2)
Each
time t
he pu
blic a
genc
y pr
opos
es to
acce
ss th
e par
ents’
priva
te ins
uran
ce pr
ocee
ds, th
e age
ncy m
ust--
(i)
Obta
in pa
renta
l con
sent
in ac
cord
ance
with
para
grap
h (e)
(1) o
f this
secti
on;
and
(ii) In
form
the pa
rents
that
their r
efusa
l to
perm
it the
publi
c age
ncy t
o acc
ess t
heir
(D) R
isk lo
ss of
eligi
bility
for h
ome a
nd co
mmun
ity-b
ased
wa
ivers,
base
d on a
ggre
gate
healt
h-re
lated
expe
nditu
res.
(f)Ch
ildre
n wi
th d
isabil
ities w
ho a
re co
vere
d by
priv
ate
insur
ance
. (1
) With
rega
rd to
servi
ces r
equir
ed to
prov
ide
FAPE
to an
eligi
ble ch
ild un
der t
his pa
rt, a
publi
c age
ncy
may a
cces
s a pa
rent’
s priv
ate in
sura
nce p
roce
eds o
nly
if the
pare
nt pr
ovide
s info
rmed
cons
ent c
onsis
tent w
ith
Sec.
300.5
00(b
)(1).
(2) E
ach t
ime t
he pu
blic a
genc
y pro
pose
s to a
cces
s the
pa
rent’
s priv
ate in
sura
nce p
roce
eds,
it mus
t—
(i) O
btain
pare
nt co
nsen
t in ac
cord
ance
with
para
grap
h (f)
(1) o
f this
secti
on; a
nd
(ii) In
form
the pa
rents
that
their r
efusa
l to pe
rmit t
he pu
blic
agen
cy to
acce
ss th
eir pr
ivate
insur
ance
does
not r
eliev
e the
publi
c age
ncy o
f its r
espo
nsibi
lity to
ensu
re th
at all
re
quire
d ser
vices
are p
rovid
ed at
no co
st to
the pa
rents
. (g
)Use
of P
art B
fund
s.(1
) If a
publi
c age
ncy i
s una
ble to
obtai
n par
ental
cons
ent
to us
e the
pare
nt’s p
rivate
insu
ranc
e, or
publi
c ins
uran
ce
when
the p
aren
t wou
ld inc
ur a
cost
for a
spec
ified s
ervic
e re
quire
d und
er th
is pa
rt, to
ensu
re F
APE
the pu
blic
agen
cy m
ay us
e its
Part
B fun
ds to
pay f
or th
e ser
vice.
(2) T
o avo
id fin
ancia
l cos
t to pa
rents
who
othe
rwise
wou
ld co
nsen
t to us
e priv
ate in
sura
nce,
or pu
blic i
nsur
ance
if the
pare
nt wo
uld in
cur a
cost,
the p
ublic
agen
cy m
ay us
e its
Par
t B fu
nds t
o pay
the c
ost th
e par
ents
other
wise
wo
uld ha
ve to
pay t
o use
the p
aren
t’s in
sura
nce (
e.g., t
he
dedu
ctible
or co
-pay
amou
nts).
(h)P
roce
eds f
rom
pub
lic o
r priv
ate
insur
ance
. (1
) Pro
ceed
s fro
m pu
blic o
r priv
ate in
sura
nce w
ill no
t be
treate
d as p
rogr
am in
come
for p
urpo
ses o
f 34 C
FR
80.25
.
Impli
catio
ns: A
SHA
memb
ers s
hould
be aw
are i
f pub
lic or
priva
te fun
ds ar
e bein
g use
d in t
he pr
ovisi
on of
servi
ces.
Med
icaid
has
spec
ific pr
ovide
r qua
lifica
tion,
supe
rvisio
n guid
eline
s and
do
cume
ntatio
n req
uirem
ents
that n
eed t
o be m
et for
re
imbu
rseme
nt an
d cov
erag
e pur
pose
d. S
peec
h-lan
guag
e pa
tholog
ists a
nd au
diolog
ists s
hould
also
be aw
are t
he pa
renta
l co
nsen
t is re
quire
d whe
n a sc
hool
bills
eithe
r Med
icaid
or pr
ivate
healt
h plan
s for
servi
ces p
rovid
ed in
the s
choo
ls. P
aren
ts do
not
have
to gi
ve co
nsen
t eac
h tim
e a se
rvice
is pr
ovide
d. H
owev
er,
pare
nts do
have
to be
infor
med o
f the n
umbe
r of h
ours
that w
ill be
ac
cess
ed fo
r inter
venti
on se
rvice
s. E
D pla
ns to
issu
e a le
tter o
f cla
rifica
tion o
n this
.
Addit
ional
infor
matio
n on M
edica
id re
quire
ments
can b
e fou
nd on
AS
HA’s
Web
site
at:htt
p://w
ww.as
ha.or
g/mem
bers/
issue
s/reim
burse
ment/
medic
aid/m
edic
aid_m
ain.ht
m
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
8
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
pr
ivate
insur
ance
does
not r
eliev
e the
publi
c ag
ency
of its
resp
onsib
ility t
o ens
ure t
hat a
ll re
quire
d ser
vices
are p
rovid
ed at
no co
st to
the
pare
nts. (f)
Use
of P
art B
fund
s . (1
) If a
publi
c ag
ency
is un
able
to ob
tain p
aren
tal co
nsen
t to
use t
he pa
rents
’ priv
ate in
sura
nce,
or pu
blic
bene
fits or
insu
ranc
e whe
n the
pare
nts w
ould
incur
a co
st for
a sp
ecifie
d ser
vice r
equir
ed
unde
r this
part,
to en
sure
FAP
E the
publi
c ag
ency
may
use i
ts Pa
rt B
funds
to pa
y for
the
servi
ce. (2
) To
avoid
finan
cial c
ost to
pare
nts
who o
therw
ise w
ould
cons
ent to
use p
rivate
ins
uran
ce, o
r pub
lic be
nefits
or in
sura
nce i
f the
pare
nts w
ould
incur
a co
st, th
e pub
lic ag
ency
ma
y use
its P
art B
fund
s to p
ay th
e cos
t that
the
pare
nts ot
herw
ise w
ould
have
to pa
y to u
se th
e pa
rents
’ ben
efits
or in
sura
nce (
e.g., t
he
dedu
ctible
or co
-pay
amou
nts).
(g)
Proc
eeds
from
publi
c ben
efits
or
insur
ance
or pr
ivate
insur
ance
. (1)
Pro
ceed
s fro
m pu
blic b
enefi
ts or
insu
ranc
e or p
rivate
ins
uran
ce w
ill no
t be t
reate
d as p
rogr
am in
come
for
purp
oses
of 34
CFR
80.25
. (2
) If a
publi
c age
ncy s
pend
s re
imbu
rseme
nts fr
om F
eder
al fun
ds (e
.g.,
Medic
aid) f
or se
rvice
s und
er th
is pa
rt, th
ose
funds
will
not b
e con
sider
ed “S
tate o
r loca
l” fun
ds fo
r pur
pose
s of th
e main
tenan
ce of
effor
t pr
ovisi
ons i
n Sec
. 300
.163 a
nd 30
0.203
. (h
) Co
nstru
ction
. Noth
ing in
this
part
shou
ld be
cons
trued
to al
ter th
e req
uirem
ents
(2) I
f a pu
blic a
genc
y spe
nds r
eimbu
rseme
nts fr
om
Fede
ral fu
nds (
e.g.
,Med
icaid)
for s
ervic
es un
der t
his
part,
thos
e fun
ds w
ill no
t be c
onsid
ered
‘‘Stat
e or lo
cal’’
funds
for p
urpo
ses o
f the m
ainten
ance
of ef
fort p
rovis
ions
in Se
c. 30
0.154
and 3
00.23
1. (i)
Cons
tructi
on. N
othing
in th
is pa
rt sh
ould
be co
nstru
ed
to alt
er th
e req
uirem
ents
impo
sed o
n a S
tate M
edica
id ag
ency
, or a
ny ot
her a
genc
y adm
iniste
ring a
publi
c ins
uran
ce pr
ogra
m by
Fed
eral
statut
e, re
gulat
ions o
r po
licy u
nder
title
XIX,
or tit
le XX
I of th
e Soc
ial S
ecur
ity
Act, o
r any
othe
r pub
lic in
sura
nce p
rogr
am.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(12)
(A),
(B),
and
(C);1
401(
8))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 4
9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
im
pose
d on a
Stat
e Med
icaid
agen
cy, o
r any
oth
er ag
ency
admi
nister
ing a
publi
c ben
efits
or
insur
ance
prog
ram
by F
eder
al sta
tute,
regu
lation
s or p
olicy
unde
r title
XIX
, or t
itle X
XI of
the
Soc
ial S
ecur
ity A
ct, 42
U.S
.C. 1
396 t
hrou
gh
1396
v and
42 U
.S.C
. 139
7aa t
hrou
gh 13
97jj,
or
any o
ther p
ublic
bene
fits or
insu
ranc
e pro
gram
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(12)
and (
e))
Sec.
300.1
56 P
erso
nnel
quali
ficat
ions
.
(a)
Gene
ral.
The S
EA m
ust e
stabli
sh
and m
aintai
n qua
lifica
tions
to en
sure
that
perso
nnel
nece
ssar
y to c
arry
out th
e pur
pose
s of
this p
art a
re ap
prop
riatel
y and
adeq
uatel
y pr
epar
ed an
d tra
ined,
includ
ing th
at tho
se
perso
nnel
have
the c
onten
t kno
wled
ge an
d skil
ls to
serve
child
ren w
ith di
sabil
ities.
(b)
Relat
ed se
rvice
s per
sonn
el an
d pa
rapr
ofess
ionals
. The
quali
ficati
ons u
nder
pa
ragr
aph (
a) of
this
secti
on m
ust in
clude
Sec.
300.1
36 S
ec. P
erso
nnel
stan
dard
s.
(a) D
efinit
ions.
As us
ed in
this
part-
- (1
) Ap
prop
riate
profe
ssion
al re
quire
ments
in th
e Stat
e me
ans e
ntry l
evel
requ
ireme
nts th
at—
(i) A
re ba
sed o
n the
high
est
requ
ireme
nts in
the S
tate a
pplic
able
to the
profe
ssion
or
discip
line i
n whic
h a pe
rson i
s pro
viding
spec
ial
educ
ation
or re
lated
servi
ces;
and
(ii) E
stabli
sh su
itable
quali
ficati
ons f
or pe
rsonn
el pr
ovidi
ng sp
ecial
educ
ation
and r
elated
servi
ces u
nder
Pa
rt B
of the
Act
to ch
ildre
n with
disa
bilitie
s who
are
Sec.
300.1
56 P
erso
nnel
quali
ficat
ions
.
The f
inal re
gulat
ions r
emov
ed th
e pr
ovisi
on th
at re
quire
s Stat
e ed
ucati
on pe
rsonn
el sta
ndar
ds to
mee
t the h
ighes
t req
uirem
ent fo
r a p
rofes
sion o
r disc
ipline
in th
at sta
te. T
his re
mova
l is co
nsist
ent
with
a cha
nge i
n the
IDEA
2004
statu
te. H
owev
er, th
e fina
l re
gulat
ions d
o req
uire:
¶Th
e SEA
estab
lish a
nd m
aintai
n qua
lifica
tions
to en
sure
tha
t per
sonn
el ar
e app
ropr
iately
and a
dequ
ately
prep
ared
an
d tra
ined a
nd ha
ve th
e con
tent k
nowl
edge
and s
kills
to se
rve ch
ildre
n with
disa
bilitie
s; ¶
The q
ualifi
catio
ns fo
r rela
ted se
rvice
s per
sonn
el an
d
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
qu
alific
ation
s for
relat
ed se
rvice
s per
sonn
el an
d pa
rapr
ofess
ionals
that-
- (1
) Ar
e con
sisten
t with
any S
tate-
appr
oved
or S
tate-
reco
gnize
d cer
tifica
tion,
licen
sing,
regis
tratio
n, or
othe
r com
para
ble
requ
ireme
nts th
at ap
ply to
the p
rofes
siona
l dis
ciplin
e in w
hich t
hose
perso
nnel
are p
rovid
ing
spec
ial ed
ucati
on or
relat
ed se
rvice
s; an
d (2
) En
sure
that
relat
ed se
rvice
s pe
rsonn
el wh
o deli
ver s
ervic
es in
their
disc
ipline
or
profe
ssion
-- (i)
Mee
t the r
equir
emen
ts of
para
grap
h (b
)(1) o
f this
secti
on; a
nd
(ii) H
ave n
ot ha
d cer
tifica
tion o
r lic
ensu
re re
quire
ments
waiv
ed on
an
emer
genc
y, tem
pora
ry, or
prov
ision
al ba
sis; a
nd
(iii)
Allow
para
profe
ssion
als an
d as
sistan
ts wh
o are
appr
opria
tely t
raine
d and
su
pervi
sed,
in ac
cord
ance
with
Stat
e law
, re
gulat
ion, o
r writt
en po
licy,
in me
eting
the
requ
ireme
nts of
this
part
to be
used
to as
sist in
the
prov
ision
of sp
ecial
educ
ation
and r
elated
se
rvice
s und
er th
is pa
rt to
child
ren w
ith
disab
ilities
. (c) Q
ualifi
catio
ns fo
r spe
cial e
duca
tion
teach
ers.
The
quali
ficati
ons d
escri
bed i
n pa
ragr
aph (
a) of
this
secti
on m
ust e
nsur
e tha
t ea
ch pe
rson e
mploy
ed as
a pu
blic s
choo
l spe
cial
educ
ation
teac
her in
the S
tate w
ho te
ache
s in a
n ele
menta
ry sc
hool,
midd
le sc
hool,
or se
cond
ary
scho
ol is
highly
quali
fied a
s a sp
ecial
educ
ation
tea
cher
by th
e dea
dline
estab
lishe
d in s
ectio
n
serve
d by S
tate,
local,
and p
rivate
agen
cies (
see S
ec.
300.2
); (2
) High
est r
equir
emen
ts in
the S
tate a
pplic
able
to a s
pecif
ic pr
ofess
ion or
disc
ipline
mea
ns th
e high
est
entry
-leve
l aca
demi
c deg
ree n
eede
d for
any S
tate-
appr
oved
or –r
ecog
nized
certif
icatio
n, lic
ensin
g, re
gistra
tion,
or ot
her c
ompa
rable
requ
ireme
nts
that a
pply
to tha
t pro
fessio
n or d
iscipl
ine;
(3)
Profe
ssion
or di
scipl
ine m
eans
a sp
ecific
occu
patio
nal
categ
ory t
hat—
(i)
Prov
ides s
pecia
l edu
catio
n and
relat
ed se
rvice
s to
child
ren w
ith di
sabil
ities u
nder
Par
t B of
the
Act;
(ii)Ha
s bee
n esta
blish
ed or
desig
nated
by th
e St
ate;
(iii)
Has a
requ
ired s
cope
of re
spon
sibilit
y and
de
gree
of su
pervi
sion;
and
(iv)
Is no
t limi
ted to
trad
itiona
l occ
upati
onal
categ
ories
; and
(4) S
tate-
appr
oved
or -r
ecog
nized
certif
icatio
n, lic
ensin
g, re
gistra
tion,
or ot
her c
ompa
rable
requ
ireme
nts
mean
s the
requ
ireme
nts th
at a S
tate l
egisl
ature
eithe
r ha
s ena
cted o
r has
autho
rized
a St
ate ag
ency
to
prom
ulgate
thro
ugh r
ules t
o esta
blish
the e
ntry-l
evel
stand
ards
for e
mploy
ment
in a s
pecif
ic pr
ofess
ion or
dis
ciplin
e in t
hat S
tate.
(b
) Poli
cies a
nd pr
oced
ures
. (1)
(i) T
he S
tate m
ust h
ave o
n file
with
the S
ecre
tary p
olicie
s and
proc
edur
es re
lating
to
the es
tablis
hmen
t and
main
tenan
ce of
stan
dard
s to
ensu
re th
at pe
rsonn
el ne
cess
ary t
o car
ry ou
t the
purp
oses
of th
is pa
rt ar
e app
ropr
iately
and a
dequ
ately
prep
ared
and t
raine
d. (ii)
The
polic
ies an
d pro
cedu
res
requ
ired i
n par
agra
ph (b
)(1)(i
) of th
is se
ction
mus
t pro
vide
for th
e esta
blish
ment
and m
ainten
ance
of st
anda
rds t
hat
are c
onsis
tent w
ith an
y Stat
e app
rove
d or r
ecog
nized
para
profe
ssion
als ar
e con
sisten
t with
any S
tate a
ppro
ved
or S
tate-
reco
gnize
d cer
tifica
tion,
licen
sing,
regis
tratio
n, or
oth
er co
mpar
able
requ
ireme
nts;
¶St
ate re
quire
ments
have
not b
een w
aived
on an
em
erge
ncy,
tempo
rary,
or pr
ovisi
onal
basis
; and
¶
State
s mus
t ado
pt a p
olicy
that
includ
es a
requ
ireme
nt tha
t LEA
s tak
e mea
sura
ble st
eps t
o rec
ruit,
hire,
train,
an
d reta
in hig
hly qu
alifie
d per
sonn
el.
The r
egula
tions
also
allow
the u
se of
para
profe
ssion
als an
d as
sistan
ts wh
o are
appr
opria
tely t
raine
d and
supe
rvise
d. E
D po
ints o
ut in
its di
scus
sion t
hat th
e Act
shou
ld no
t be c
onstr
ued t
o pe
rmit o
r enc
oura
ge th
e use
of pa
rapr
ofess
ionals
as a
repla
ceme
nt for
teac
hers
or re
lated
servi
ces p
rovid
ers.
ED
emph
asize
s tha
t thes
e per
sonn
el ar
e not
direc
tly re
spon
sible
for
the pr
ovisi
on of
spec
ial ed
ucati
on an
d rela
ted se
rvice
s to c
hildr
en
with
disab
ilities
; rath
er, th
ey pr
ovide
servi
ces o
nly un
der t
he
supe
rvisio
n of s
pecia
l edu
catio
n and
relat
ed se
rvice
s per
sonn
el.
The r
egula
tions
spec
ify th
at sta
tes m
ay re
serve
a po
rtion o
f their
all
ocati
ons t
o ass
ist LE
As in
mee
ting p
erso
nnel
shor
tages
(see
Se
c. 30
0.704
(b)(4
)(vii))
. ED
states
in its
disc
ussio
n tha
t, alth
ough
ma
ny st
rateg
ies fo
r rec
ruitm
ent a
nd re
tentio
n of q
ualifi
ed pe
rsonn
el ar
e effe
ctive
, it di
d not
includ
e spe
cific
strate
gies i
n the
regu
lation
s be
caus
e the
se st
rateg
ies va
ry de
pend
ing on
the u
nique
need
s of
each
Stat
e and
LEA.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
1
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
11
19(a
)(2) o
f the E
SEA.
(d
) Po
licy.
In im
pleme
nting
this
secti
on, a
Stat
e mus
t ado
pt a p
olicy
that
includ
es
a req
uirem
ent th
at LE
As in
the S
tate t
ake
meas
urab
le ste
ps to
recru
it, hir
e, tra
in, an
d re
tain h
ighly
quali
fied p
erso
nnel
to pr
ovide
sp
ecial
educ
ation
and r
elated
servi
ces u
nder
this
part
to ch
ildre
n with
disa
bilitie
s. (e
) Ru
le of
cons
tructi
on.
Notw
ithsta
nding
any o
ther in
dividu
al rig
ht of
actio
n tha
t a pa
rent
or st
uden
t may
main
tain
unde
r this
part,
nothi
ng in
this
part
shall
be
cons
trued
to cr
eate
a righ
t of a
ction
on be
half o
f an
indiv
idual
stude
nt or
a cla
ss of
stud
ents
for
the fa
ilure
of a
partic
ular S
EA or
LEA
emplo
yee
to be
high
ly qu
alifie
d, or
to pr
even
t a pa
rent
from
filing
a co
mplai
nt ab
out s
taff q
ualifi
catio
ns w
ith
the S
EA as
prov
ided f
or un
der t
his pa
rt.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(1
4))
certif
icatio
n, lic
ensin
g, re
gistra
tion,
or ot
her c
ompa
rable
re
quire
ments
that
apply
to th
e pro
fessio
n or d
iscipl
ine in
wh
ich a
perso
n is p
rovid
ing sp
ecial
educ
ation
or re
lated
se
rvice
s. (2
) Eac
h Stat
e may
-- (i)
Dete
rmine
the s
pecif
ic oc
cupa
tiona
l cate
gorie
s req
uired
to pr
ovide
spec
ial
educ
ation
and r
elated
servi
ces w
ithin
the S
tate;
and (
ii) Re
vise o
r exp
and t
hose
categ
ories
as ne
eded
. (3)
No
thing
in th
is pa
rt re
quire
s a S
tate t
o esta
blish
a sp
ecifie
d tra
ining
stan
dard
(e.g.
, a m
aster
s deg
ree)
for
perso
nnel
who p
rovid
e spe
cial e
duca
tion a
nd re
lated
se
rvice
s und
er P
art B
of th
e Act.
(4) A
Stat
e with
only
one
entry
-leve
l aca
demi
c deg
ree f
or em
ploym
ent o
f per
sonn
el in
a spe
cific
profe
ssion
or di
scipl
ine m
ay m
odify
that
stand
ard a
s nec
essa
ry to
ensu
re th
e pro
vision
of F
APE
to all
child
ren w
ith di
sabil
ities i
n the
Stat
e with
out v
iolati
ng
the re
quire
ments
of th
is se
ction
. (c)
Step
s for
retra
ining
or
hiring
perso
nnel.
To t
he ex
tent th
at a S
tate's
stan
dard
s for
a p
rofes
sion o
r disc
ipline
, inclu
ding s
tanda
rds f
or
tempo
rary
or em
erge
ncy c
ertifi
catio
n, ar
e not
base
d on
the hi
ghes
t req
uirem
ents
in the
Stat
e app
licab
le to
a sp
ecific
profe
ssion
or di
scipl
ine, th
e Stat
e mus
t pro
vide
the st
eps t
he S
tate i
s tak
ing an
d the
proc
edur
es fo
r no
tifying
publi
c age
ncies
and p
erso
nnel
of tho
se st
eps
and t
he tim
eline
s it h
as es
tablis
hed f
or th
e retr
aining
or
hiring
of pe
rsonn
el to
meet
appr
opria
te pr
ofess
ional
requ
ireme
nts in
the S
tate.
(d) S
tatus
of pe
rsonn
el sta
ndar
ds in
the S
tate.
(1) I
n mee
ting t
he re
quire
ments
in
para
grap
hs (b
) and
(c) o
f this
secti
on, a
deter
mina
tion
must
be m
ade a
bout
the st
atus o
f per
sonn
el sta
ndar
ds in
the
Stat
e. Th
at de
termi
natio
n mus
t be b
ased
on cu
rrent
infor
matio
n tha
t acc
urate
ly de
scrib
es, fo
r eac
h pro
fessio
n or
disc
ipline
in w
hich p
erso
nnel
are p
rovid
ing sp
ecial
ed
ucati
on or
relat
ed se
rvice
s, wh
ether
the a
pplic
able
stand
ards
are c
onsis
tent w
ith th
e high
est r
equir
emen
ts in
the S
tate f
or th
at pr
ofess
ion or
disc
ipline
. (2)
The
Sec.
300.2
3 Qua
lified
perso
nnel
from
the 19
99 re
gulat
ions w
ere
remo
ved a
nd in
corp
orate
d into
this
secti
on on
Per
sonn
el Qu
alific
ation
s.
In its
disc
ussio
n of th
is se
ction
, ED
indica
ted th
at its
inten
t is to
pr
ovide
grea
ter fle
xibilit
y for
SEA
s to e
stabli
sh ap
prop
riate
perso
nnel
stand
ards
. It b
eliev
es th
at sta
tes ha
ve su
fficien
t inc
entiv
es to
ensu
re th
at re
lated
servi
ces p
rovid
ers d
elive
r ser
vices
of
appr
opria
te qu
ality
so th
at ch
ildre
n with
disa
bilitie
s can
achie
ve
to hig
h stan
dard
s.
The q
ualifi
catio
ns of
relat
ed se
rvice
s pro
vider
s req
uired
unde
r Me
dicaid
, or in
hosp
itals
and o
ther p
ublic
settin
gs, a
nd th
e fac
t that
Medic
aid w
ill no
t pay
for p
rovid
ers w
ho do
not m
eet M
edica
id pr
ovide
r qua
lifica
tions
shou
ld se
rve as
an in
centi
ve fo
r stat
es th
at wa
nt to
bill fo
r med
ical s
ervic
es on
child
ren’s
IEPs
to im
pose
co
nsist
ent r
equir
emen
ts for
quali
ficati
ons o
f rela
ted se
rvice
s pr
ovide
rs.
Impli
catio
ns: L
EAs m
ay ne
ed to
be en
cour
aged
to co
ntinu
e to h
ire
the sa
me qu
ality
of re
lated
servi
ces p
rovid
er as
they
did u
nder
str
icter
perso
nnel
requ
ireme
nts. I
n add
ition,
states
and L
EAs
shou
ld be
clos
ely m
onito
red t
o mak
e sur
e tha
t they
comp
ly wi
th the
requ
ireme
nt to
take m
easu
rable
step
s to r
ecru
it, hir
e, an
d re
tain h
ighly
quali
fied p
erso
nnel.
Fina
lly, A
SHA
memb
ers s
hould
wo
rk wi
th the
ir stat
e spe
ech-
langu
age-
hear
ing as
socia
tion t
o mo
nitor
any p
ropo
sed l
egisl
ative
and/o
r reg
ulator
y acti
ons t
o low
er
perso
nnel
stand
ards
, and
to ra
lly co
lleag
ues a
nd th
e par
ents
of sc
hool
child
ren t
o adv
ocate
effec
tively
for s
tanda
rds o
f qua
lity.
ASHA
mem
bers
shou
ld be
awar
e tha
t Med
icaid
prov
ider
quali
ficati
ons m
ay be
mor
e strin
gent
then t
hose
requ
ired b
y the
sta
te un
der I
DEA.
Fed
eral
Medic
aid pr
ovide
rs’ qu
alific
ation
s mus
t be
met
in or
der f
or a
scho
ol to
bill fo
r spe
ech-
langu
age p
atholo
gy
and a
udiol
ogy s
ervic
es. A
dditio
nal in
forma
tion o
n Med
icaid
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
inf
orma
tion r
equir
ed in
para
grap
h (d)
(1) o
f this
secti
on
must
be on
file i
n the
SEA
and a
vaila
ble to
the p
ublic
. (e)
Ap
plica
bility
of S
tate s
tatute
s and
agen
cy ru
les. In
ide
ntifyi
ng th
e high
est r
equir
emen
ts in
the S
tate f
or
purp
oses
of th
is se
ction
, the r
equir
emen
ts of
all S
tate
statut
es an
d the
rules
of al
l Stat
e age
ncies
appli
cable
to
servi
ng ch
ildre
n with
disa
bilitie
s mus
t be c
onsid
ered
. (f)
Use o
f par
apro
fessio
nals
and a
ssist
ants.
A S
tate m
ay
allow
para
profe
ssion
als an
d ass
istan
ts wh
o are
ap
prop
riatel
y tra
ined a
nd su
pervi
sed,
in ac
cord
ance
with
St
ate la
w, re
gulat
ions,
or w
ritten
polic
y, in
meeti
ng th
e re
quire
ments
of th
is pa
rt to
be us
ed to
assis
t in th
e pr
ovisi
on of
spec
ial ed
ucati
on an
d rela
ted se
rvice
s to
child
ren w
ith di
sabil
ities u
nder
Par
t B of
the A
ct. (g
) Poli
cy
to ad
dres
s sho
rtage
of pe
rsonn
el. (1
) In i
mplem
entin
g this
se
ction
, a S
tate m
ay ad
opt a
polic
y tha
t inclu
des a
re
quire
ment
that L
EAs i
n the
Stat
e mak
e an o
ngoin
g go
od fa
ith ef
fort to
recru
it and
hire
appr
opria
tely a
nd
adeq
uatel
y tra
ined p
erso
nnel
to pr
ovide
spec
ial ed
ucati
on
and r
elated
servi
ces t
o chil
dren
with
disa
bilitie
s, inc
luding
, in
a geo
grap
hic ar
ea of
the S
tate w
here
ther
e is a
sh
ortag
e of p
erso
nnel
that m
eet th
ese q
ualifi
catio
ns, th
e mo
st qu
alifie
d ind
ividu
als av
ailab
le wh
o are
mak
ing
satis
factor
y pro
gres
s tow
ard c
omple
ting a
pplic
able
cour
se
work
nece
ssar
y to m
eet th
e stan
dard
s des
cribe
d in
para
grap
h (b)
(2) o
f this
secti
on, c
onsis
tent w
ith S
tate l
aw
and t
he st
eps d
escri
bed i
n par
agra
ph (c
) of th
is se
ction
, wi
thin t
hree
year
s. (2
) If a
Stat
e has
reac
hed i
ts es
tablis
hed d
ate un
der p
arag
raph
(c)o
f this
secti
on, th
e St
ate m
ay st
ill ex
ercis
e the
optio
n und
er pa
ragr
aph (
g)(1
) of
this s
ectio
n for
train
ing or
hirin
g all p
erso
nnel
in a
spec
ific pr
ofess
ion or
disc
ipline
to m
eet a
ppro
priat
e pr
ofess
ional
requ
ireme
nts in
the S
tate.
(3)(i
) Eac
h Stat
e mu
st ha
ve a
mech
anism
for s
ervin
g chil
dren
with
dis
abilit
ies if
instru
ction
al ne
eds e
xcee
d ava
ilable
prov
ider q
ualifi
catio
ns fo
r spe
ech-
langu
age p
atholo
gy an
d au
diolog
y ser
vices
can b
e fou
nd at
htt
p://w
ww.as
ha.or
g/mem
bers/
issue
s/reim
burse
ment/
medic
aid/m
edic
aid_m
ain.ht
m T
he pr
eamb
le to
the ID
EA P
art B
reg
ulatio
ns
and E
D’s d
iscus
sion t
here
in sp
ecific
ally s
tate “
the fa
ct tha
t Me
dicaid
will
not p
ay fo
r pro
vider
s who
do no
t mee
t Med
icaid
prov
ider q
ualifi
catio
ns sh
ould
serve
as an
ince
ntive
for s
tates
that
want
to bil
l for m
edica
l ser
vices
on ch
ildre
n’s IE
Ps to
impo
se
cons
isten
t req
uirem
ents
for qu
alific
ation
s of r
elated
servi
ces
prov
iders.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
pe
rsonn
el wh
o mee
t app
ropr
iate p
rofes
siona
l re
quire
ments
in th
e Stat
e for
a sp
ecific
profe
ssion
or
discip
line.
(ii) A
Stat
e tha
t con
tinue
s to e
xper
ience
sh
ortag
es of
quali
fied p
erso
nnel
must
addr
ess t
hose
sh
ortag
es in
its co
mpre
hens
ive sy
stem
of pe
rsonn
el de
velop
ment
unde
r Sec
. 300
.135.(
Autho
rity: 2
0 U.S
.C.
1412
(a)(1
5)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
F Se
c. 30
0.167
Sta
te ad
visor
y pan
el.
The S
tate m
ust e
stabli
sh an
d ma
intain
an ad
visor
y pan
el for
the p
urpo
se
of pr
ovidi
ng po
licy g
uidan
ce w
ith re
spec
t to
spec
ial ed
ucati
on an
d rela
ted se
rvice
s for
ch
ildre
n with
disa
bilitie
s in t
he S
tate.
(App
rove
d by t
he O
ffice o
f Man
agem
ent
and B
udge
t und
er co
ntrol
numb
er 18
20-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(2
1)(A
))
Sec.
300.1
68 M
embe
rshi
p.
(a)
Gene
ral .
The a
dviso
ry pa
nel
must
cons
ist of
mem
bers
appo
inted
by th
e Go
vern
or, o
r any
othe
r offic
ial au
thoriz
ed
unde
r Stat
e law
to m
ake s
uch
appo
intme
nts, b
e rep
rese
ntativ
e of th
e St
ate po
pulat
ion an
d be c
ompo
sed o
f ind
ividu
als in
volve
d in,
or co
ncer
ned w
ith
the ed
ucati
on of
child
ren w
ith di
sabil
ities,
includ
ing-- (1
) Pa
rents
of ch
ildre
n with
dis
abilit
ies (a
ges b
irth th
roug
h 26)
; (2
) Ind
ividu
als w
ith di
sabil
ities;
(3)
Teac
hers;
(4
) Re
pres
entat
ives o
f insti
tution
s of
highe
r edu
catio
n tha
t pre
pare
spec
ial
educ
ation
and r
elated
servi
ces p
erso
nnel;
(5
) St
ate an
d loc
al ed
ucati
on
offici
als, in
cludin
g offic
ials w
ho ca
rry ou
t
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
5
activ
ities u
nder
subti
tle B
of tit
le VI
I of th
e Mc
Kinn
ey-V
ento
Home
less A
ssist
ance
Ac
t, (42
U.S
.C. 1
1431
et se
q .);
(6)
Admi
nistra
tors o
f pro
gram
s for
child
ren w
ith di
sabil
ities;
(7)
Repr
esen
tative
s of o
ther
State
agen
cies i
nvolv
ed in
the f
inanc
ing or
de
liver
y of r
elated
servi
ces t
o chil
dren
with
dis
abilit
ies; (8)
Repr
esen
tative
s of p
rivate
sc
hools
and p
ublic
char
ter sc
hools
; (9
) No
t less
than
one
repr
esen
tative
of a
voca
tiona
l, com
munit
y, or
busin
ess o
rgan
izatio
n con
cern
ed w
ith
the pr
ovisi
on of
tran
sition
servi
ces t
o ch
ildre
n with
disa
bilitie
s; (1
0) A
repr
esen
tative
from
the
State
child
welf
are a
genc
y res
pons
ible f
or
foster
care
; and
(1
1) R
epre
senta
tives
from
the
State
juve
nile a
nd ad
ult co
rrecti
ons
agen
cies. (b
) Sp
ecial
rule .
A m
ajority
of th
e me
mber
s of th
e pan
el mu
st be
indiv
iduals
wi
th dis
abilit
ies or
pare
nts of
child
ren w
ith
disab
ilities
(age
s birth
thro
ugh 2
6).
(App
rove
d by t
he O
ffice o
f Man
agem
ent
and B
udge
t und
er co
ntrol
numb
er 18
20-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(2
1)(B
) and
(C
))
Sec.
300.1
69 D
uties
. Th
e adv
isory
pane
l mus
t--
(a)
Advis
e the
SEA
of un
met
need
s with
in the
Stat
e in t
he ed
ucati
on of
ch
ildre
n with
disa
bilitie
s; (b
) Co
mmen
t pub
licly
on an
y
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
6
rules
or re
gulat
ions p
ropo
sed b
y the
Stat
e re
gard
ing th
e edu
catio
n of c
hildr
en w
ith
disab
ilities
; (c) A
dvise
the S
EA in
deve
loping
ev
aluati
ons a
nd re
portin
g on d
ata to
the
Secre
tary u
nder
secti
on 61
8 of th
e Act;
(d
) Ad
vise t
he S
EA in
deve
loping
co
rrecti
ve ac
tion p
lans t
o add
ress
findin
gs
identi
fied i
n Fed
eral
monit
oring
repo
rts
unde
r Par
t B of
the A
ct; an
d (e
) Ad
vise t
he S
EA in
deve
loping
an
d imp
lemen
ting p
olicie
s rela
ting t
o the
co
ordin
ation
of se
rvice
s for
child
ren w
ith
disab
ilities
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t an
d Bud
get u
nder
contr
ol nu
mber
1820
-00
30)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(21)
(D))
Sec.
300.6
50 E
stab
lishm
ent o
f adv
isory
pan
els.
(a) E
ach S
tate s
hall e
stabli
sh an
d main
tain,
in ac
cord
ance
with
Sec
. 300
.650–
300.6
53, a
Stat
e adv
isory
pane
l on t
he ed
ucati
on of
child
ren w
ith di
sabil
ities.
300.1
67-1
69 S
tate
Adv
isory
Pan
el
Sec.
300.6
53 A
dviso
ry Pa
nel P
roce
dure
s (20
USC
1412
(a)(2
1)
from
the 19
99 re
gulat
ions w
ere n
ot inc
luded
in th
e 200
6 ver
sion.
ED
claim
s tha
t thes
e guid
eline
s wer
e rem
oved
, “to
prov
ide gr
eater
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
7
(b) T
he ad
visor
y pan
el mu
st be
appo
inted
by th
e Go
vern
or or
any o
ther o
fficial
autho
rized
unde
r Stat
e law
to
make
thos
e app
ointm
ents.
(c)
If a S
tate h
as an
exist
ing ad
visor
y pan
el tha
t can
pe
rform
the f
uncti
ons i
n Sec
. 300
.652,
the S
tate m
ay
modif
y the
exist
ing pa
nel s
o tha
t it fu
lfills
all of
the
requ
ireme
nts of
Sec
. 300
.650–
300.6
53, in
stead
of
estab
lishin
g a ne
w ad
visor
y pan
el.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(21)
(A))
Sec.
300.6
51 M
embe
rshi
p.
(a)G
ener
al. T
he m
embe
rship
of the
Stat
e adv
isory
pane
l mu
st co
nsist
of m
embe
rs ap
point
ed by
the G
over
nor,
or
any o
ther o
fficial
autho
rized
unde
r Stat
e law
to m
ake
these
appo
intme
nts, th
at is
repr
esen
tative
of th
e Stat
e po
pulat
ion an
d tha
t is co
mpos
ed of
indiv
iduals
invo
lved
in, or
conc
erne
d with
the e
duca
tion o
f chil
dren
with
dis
abilit
ies, in
cludin
g—
(1) P
aren
ts of
child
ren w
ith di
sabil
ities;
(2) I
ndivi
duals
with
disa
bilitie
s; (3
) Tea
cher
s; (4
) Rep
rese
ntativ
es of
insti
tution
s of h
igher
educ
ation
tha
t pre
pare
spec
ial ed
ucati
on an
d rela
ted se
rvice
s pe
rsonn
el;
(5) S
tate a
nd lo
cal e
duca
tion o
fficial
s;
(6) A
dmini
strato
rs of
prog
rams
for c
hildr
en w
ith
disab
ilities
; (7
) Rep
rese
ntativ
es of
othe
r Stat
e age
ncies
invo
lved i
n the
finan
cing o
r deli
very
of re
lated
servi
ces t
o chil
dren
wi
th dis
abilit
ies;
(8) R
epre
senta
tives
of pr
ivate
scho
ols an
d pub
lic ch
arter
sc
hools
;(9
) At le
ast o
ne re
pres
entat
ive of
a vo
catio
nal,
comm
unity
, or b
usine
ss
orga
nizati
on co
ncer
ned w
ith th
e pro
vision
of tr
ansit
ion
servi
ces t
o chil
dren
with
disa
bilitie
s; an
d (1
0) R
epre
senta
tives
from
the S
tate j
uven
ile an
d adu
lt co
rrecti
ons a
genc
ies.
State
flexib
ility i
n the
oper
ation
of th
e adv
isory
boar
d.” T
hese
gu
idelin
es in
clude
d req
uirem
ents
for th
e ann
ounc
emen
t of P
anel
meeti
ngs a
nd pu
blic a
cces
s to t
hese
mee
tings
amon
g othe
r item
s.
ED su
gges
ts in
the di
scus
sion o
f the 2
006 r
egula
tions
that,
“it is
im
porta
nt tha
t indiv
iduals
cons
ult th
e law
s gov
ernin
g the
ir Stat
e an
d loc
ality
on th
e iss
ue of
open
mee
tings
and p
ublic
acce
ss.”
Th
is cle
arly
shifts
the b
urde
n off o
f the s
tate a
nd on
to th
e ind
ividu
al cit
izen t
o kee
p abr
east
of Pa
nel a
ctivit
ies.
Memb
ersh
ip on
the p
anel
rema
ins id
entic
al to
that s
pecif
ied in
the
2004
statu
te. M
ultipl
e com
ments
reco
mmen
ded a
n exp
ande
d Pa
nel m
embe
rship
which
was
rejec
ted by
ED.
Para
grap
h (b)
of S
ectio
n 300
.652 A
dviso
ry Pa
nel F
uncti
ons f
rom
the 19
99 re
gulat
ions w
as no
t inclu
ded i
n the
2006
regu
lation
s.
This
para
grap
h req
uired
the S
tate a
dviso
ry pa
nels
to pr
ovide
ad
vice f
or ed
ucati
ng st
uden
ts wi
th dis
abilit
ies in
adult
corre
ction
al fac
ilities
wer
e not
includ
ed in
the 2
006 I
DEA
regu
lation
s. E
D ex
plaine
d tha
t all “
nons
tatuto
ry ma
ndate
s”, in
cludin
g this
one,
were
re
move
d.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
8
(b)S
pecia
l rule
. A m
ajority
of th
e mem
bers
of the
pane
l mu
st be
indiv
iduals
with
disa
bilitie
s or p
aren
ts of
child
ren
with
disab
ilities
. (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(2
1)(B
) and
(C))
Sec.
300.6
52 A
dviso
ry p
anel
func
tions
. (a
)Gen
eral.
The
Stat
e adv
isory
pane
l sha
ll—
(1) A
dvise
the S
EA of
unme
t nee
ds w
ithin
the S
tate i
n the
ed
ucati
on of
child
ren w
ith di
sabil
ities;
(2
) Com
ment
publi
cly on
any r
ules o
r reg
ulatio
ns
prop
osed
by th
e Stat
e reg
ardin
g the
educ
ation
of ch
ildre
n wi
th dis
abilit
ies;
(3) A
dvise
the S
EA in
deve
loping
evalu
ation
s and
re
portin
g on d
ata to
the S
ecre
tary u
nder
secti
on 61
8 of
the A
ct;
(4) A
dvise
the S
EA in
deve
loping
corre
ctive
actio
n plan
s to
addr
ess f
inding
s ide
ntifie
d in F
eder
al mo
nitor
ing
repo
rts un
der P
art B
of th
e Act;
and
(5) A
dvise
the S
EA in
deve
loping
and i
mplem
entin
g po
licies
relat
ing to
the c
oord
inatio
n of s
ervic
es fo
r ch
ildre
n with
disa
bilitie
s. (b
)Adv
ising
on
eligib
le stu
dent
s with
disa
bilitie
s in
adult
pr
isons
. The
advis
ory p
anel
also s
hall a
dvise
on th
e ed
ucati
on of
eligi
ble st
uden
ts wi
th dis
abilit
ies w
ho ha
ve
been
conv
icted
as ad
ults a
nd in
carce
rated
in ad
ult
priso
ns, e
ven i
f, con
sisten
t with
Sec
. 300
.600(
d), a
Stat
e as
signs
gene
ral s
uper
vision
resp
onsib
ility f
or th
ose
stude
nts to
a pu
blic a
genc
y othe
r tha
n an S
EA.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(21)
(D))
Sec.
300.6
53 A
dviso
ry p
anel
proc
edur
es.
(a) T
he ad
visor
y pan
el sh
all m
eet a
s ofte
n as n
eces
sary
to co
nduc
t its b
usine
ss.
(b) B
y July
1 of
each
year
, the a
dviso
ry pa
nel s
hall
subm
it an a
nnua
l repo
rt of
pane
l acti
vities
and
sugg
estio
ns to
the S
EA. T
his re
port
must
be m
ade
avail
able
to the
publi
c in a
man
ner c
onsis
tent w
ith ot
her
publi
c rep
ortin
g req
uirem
ents
of Pa
rt B
of the
Act.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 5
9
(c) O
fficial
minu
tes m
ust b
e kep
t on a
ll pan
el me
eting
s an
d mus
t be m
ade a
vaila
ble to
the p
ublic
on re
ques
t. (d
) All a
dviso
ry pa
nel m
eetin
gs an
d age
nda i
tems m
ust
be an
noun
ced e
noug
h in a
dvan
ce of
the m
eetin
g to
affor
d inte
reste
d par
ties a
reas
onab
le op
portu
nity t
o att
end.
Meeti
ngs m
ust b
e ope
n to t
he pu
blic.
(e) I
nterp
reter
s and
othe
r nec
essa
ry se
rvice
s mus
t be
prov
ided a
t pan
el me
eting
s for
pane
l mem
bers
or
partic
ipants
. The
Stat
e may
pay f
or th
ese s
ervic
es fr
om
funds
unde
r Sec
. 300
.620.
(f) T
he ad
visor
y pan
el sh
all se
rve w
ithou
t com
pens
ation
bu
t the S
tate m
ust r
eimbu
rse th
e pan
el for
reas
onab
le an
d nec
essa
ry ex
pens
es fo
r atte
nding
mee
tings
and
perfo
rming
dutie
s. Th
e Stat
e may
use f
unds
unde
r Sec
. 30
0.620
for t
his pu
rpos
e. (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(2
1))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SUBP
ART
F Se
c. 30
0.172
Acc
ess t
o in
stru
ctio
nal
mat
erial
s.
(a)
Gene
ral .
The S
tate m
ust--
(1
) Ad
opt th
e Nati
onal
Instru
ction
al Ma
terial
s Acc
essib
ility S
tanda
rd (N
IMAS
), pu
blish
ed as
appe
ndix
C to
part
300,
for th
e pu
rpos
es of
prov
iding
instr
uctio
nal m
ateria
ls to
blind
perso
ns or
othe
r per
sons
with
dis
abilit
ies, in
a tim
ely m
anne
r afte
r pub
licati
on
of the
NIM
AS in
the F
eder
al Re
gister
on Ju
ly 19
,2006
(71 F
R 41
084)
; and
(2
) Es
tablis
h a S
tate d
efinit
ion of
“tim
ely m
anne
r” for
purp
oses
of pa
ragr
aphs
(b
)(2) a
nd (b
)(3) o
f this
secti
on if
the S
tate i
s not
coor
dinati
ng w
ith th
e Nati
onal
Instru
ction
al Ma
terial
s Acc
ess C
enter
(NIM
AC) o
r (b)
(3) a
nd
(c)(2
) of th
is se
ction
if the
Stat
e is c
oord
inatin
g wi
th the
NIM
AC.
(b)
Righ
ts an
d res
pons
ibiliti
es of
SEA
.(1
) No
thing
in th
is se
ction
shall
be co
nstru
ed to
re
quire
any S
EA to
coor
dinate
with
the N
IMAC
. (2
) If a
n SEA
choo
ses n
ot to
coor
dinate
with
the N
IMAC
, the S
EA m
ust
prov
ide an
assu
ranc
e to t
he S
ecre
tary t
hat it
wi
ll pro
vide i
nstru
ction
al ma
terial
s to b
lind
perso
ns or
othe
r per
sons
with
disa
bilitie
s in
a tim
ely m
anne
r. (3
) No
thing
in th
is se
ction
relie
ves a
n SE
A of
its re
spon
sibilit
y to e
nsur
e tha
t chil
dren
wi
th dis
abilit
ies w
ho ne
ed in
struc
tiona
l mate
rials
in ac
cess
ible f
orma
ts, bu
t are
not in
clude
d un
der t
he de
finitio
n of b
lind o
r othe
r per
sons
No co
mpa
rabl
e pro
visio
n Se
c. 30
0.172
Acc
ess t
o in
stru
ctio
nal m
ater
ials
Secti
on 67
4(e)
of ID
EA 20
04 es
tablis
hed t
he N
ation
al Ins
tructi
onal
Mater
ials A
cces
sibilit
y Stan
dard
(NIM
AS),
publi
shed
as A
ppen
dix
C to
the fin
al Pa
rt B
regu
lation
s, wh
ich al
l stat
es m
ust u
se in
the
prep
arati
on of
elec
tronic
files
for c
onve
rsion
into
Brail
le, au
dio, o
r dig
ital te
xt for
use b
y blin
d or o
ther p
erso
ns w
ith pr
int di
sabil
ities.
Secti
on 67
4(e)
also
estab
lishe
d the
Nati
onal
Instru
ction
al Ma
terial
s Ac
cess
ibility
Cen
ter (N
IMAC
) to p
rovid
e acc
ess t
o prin
t ins
tructi
onal
mater
ials,
includ
ing te
xtboo
ks, in
acce
ssibl
e for
m fre
e of
char
ge to
blind
perso
ns or
othe
r per
sons
with
disa
bilitie
s in
eleme
ntary
and s
econ
dary
scho
ols. S
tates
may
choo
se to
co
ordin
ate w
ith N
IMAC
but a
re no
t req
uired
to do
so.
Thos
e elig
ible t
o rec
eive i
nstru
ction
al ma
terial
s in s
pecia
lized
for
mats
includ
e chil
dren
with
visu
al dis
abilit
ies, p
hysic
al lim
itatio
ns,
or re
ading
disa
bilitie
s res
ulting
from
orga
nic dy
sfunc
tion,
acco
rding
to
the A
ct to
Prov
ide B
ooks
for t
he A
dult B
lind a
ppro
ved M
arch
3,
1931
. Fur
ther c
larific
ation
of el
igibil
ity de
termi
natio
n is p
endin
g de
cision
s fro
m an
advis
ory b
oard
conv
ened
by E
D.
300.1
72(b
)(3) e
mpha
sizes
that
states
are r
espo
nsibl
e to e
nsur
e tha
t all c
hildr
en w
ith di
sabil
ities w
ho ne
ed in
struc
tiona
l mate
rials
in ac
cess
ible f
orma
ts re
ceive
thos
e mate
rials
in a t
imely
man
ner,
even
if tho
se ch
ildre
n are
not in
clude
d und
er th
e NIM
AS de
finitio
n or
the m
ateria
ls ca
nnot
be pr
oduc
ed fr
om N
IMAS
files
. Fu
rther
more
, 300
.172(
b)(4
) stat
es th
at sta
te ed
ucati
on ag
encie
s mu
st en
sure
that
all pu
blic a
genc
ies ta
ke al
l reas
onab
le ste
ps to
pr
ovide
instr
uctio
nal m
ateria
ls in
acce
ssibl
e for
mats
to ch
ildre
n
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
1
with
disa
bilitie
s in S
ec. 3
00.17
2 (e)
(1)(i
) or
who n
eed m
ateria
ls tha
t can
not b
e pro
duce
d fro
m NI
MAS
files,
rece
ive th
ose i
nstru
ction
al ma
terial
s in a
timely
man
ner.
(4)
In or
der t
o mee
t its r
espo
nsibi
lity
unde
r par
agra
phs (
b)(2
), (b
)(3),
and (
c) of
this
secti
on to
ensu
re th
at ch
ildre
n with
disa
bilitie
s wh
o nee
d ins
tructi
onal
mater
ials i
n acc
essib
le for
mats
are p
rovid
ed th
ose m
ateria
ls in
a tim
ely
mann
er, th
e SEA
mus
t ens
ure t
hat a
ll pub
lic
agen
cies t
ake a
ll rea
sona
ble st
eps t
o pro
vide
instru
ction
al ma
terial
s in a
cces
sible
forma
ts to
child
ren w
ith di
sabil
ities w
ho ne
ed th
ose
instru
ction
al ma
terial
s at th
e sam
e tim
e as o
ther
child
ren r
eceiv
e ins
tructi
onal
mater
ials.
(c) P
repa
ratio
n and
deliv
ery o
f files
. If
an S
EA ch
oose
s to c
oord
inate
with
the N
IMAC
, as
of D
ecem
ber 3
, 200
6, the
SEA
mus
t--
(1)
As pa
rt of
any p
rint in
struc
tiona
l ma
terial
s ado
ption
proc
ess,
proc
urem
ent
contr
act, o
r othe
r pra
ctice
or in
strum
ent u
sed
for pu
rchas
e of p
rint in
struc
tiona
l mate
rials,
mu
st en
ter in
to a w
ritten
contr
act w
ith th
e pu
blish
er of
the p
rint in
struc
tiona
l mate
rials
to--
(i) R
equir
e the
publi
sher
to pr
epar
e an
d, on
or be
fore d
elive
ry of
the pr
int
instru
ction
al ma
terial
s, pr
ovide
to N
IMAC
ele
ctron
ic file
s con
tainin
g the
conte
nts of
the
instr
uctio
nal m
ateria
ls us
ing th
e NIM
AS; o
r (ii)
Pur
chas
e ins
tructi
onal
mater
ials
from
the pu
blish
er th
at ar
e pro
duce
d in,
or m
ay
be re
nder
ed in
, spe
cializ
ed fo
rmats
. (2
) Pr
ovide
instr
uctio
nal m
ateria
ls to
blind
perso
ns or
othe
r per
sons
with
dis
abilit
ies in
a tim
ely m
anne
r. (d
) As
sistiv
e tec
hnolo
gy. I
n car
rying
with
disab
ilities
at th
e sam
e tim
e as o
ther c
hildr
en re
ceive
ins
tructi
onal
mater
ials.
Impli
catio
ns: T
his se
ction
has o
bviou
s imp
licati
ons f
or st
uden
ts wi
th ph
ysica
l disa
bilitie
s who
need
assis
tive t
echn
ology
devic
es or
oth
er m
eans
of al
terna
tive f
orma
ts to
acce
ss in
struc
tiona
l ma
terial
s. D
epen
ding u
pon t
he ou
tcome
of th
e adv
isory
grou
p, thi
s cou
ld als
o imp
act s
tuden
ts wi
th re
ading
disa
bilitie
s. A
SHA
memb
ers n
eed t
o be k
nowl
edge
able
abou
t thes
e stat
e and
loca
l ob
ligati
ons r
egar
ding t
he tim
ely av
ailab
ility o
f acc
essib
le ins
tructi
onal
mater
ials,
partic
ipate
in de
cision
-mak
ing re
gard
ing th
e ne
ed fo
r spe
cializ
ed fo
rmats
on a
n ind
ividu
al ba
sis, a
nd be
pr
epar
ed to
advo
cate
for st
uden
ts’ ne
eds i
f nec
essa
ry.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
2
out th
is se
ction
, the S
EA, to
the m
axim
um
exten
t pos
sible,
mus
t wor
k coll
abor
ative
ly wi
th the
Stat
e age
ncy r
espo
nsibl
e for
assis
tive
techn
ology
prog
rams
. (e
) De
finitio
ns. (
1) In
this
secti
on an
d Se
c. 30
0.210
-- (i)
Blin
d per
sons
or ot
her p
erso
ns w
ith
disa
bilitie
s mea
ns ch
ildre
n ser
ved u
nder
thi
s par
t who
may
quali
fy to
rece
ive bo
oks a
nd
other
publi
catio
ns pr
oduc
ed in
spec
ialize
d for
mats
in ac
cord
ance
with
the A
ct en
titled
“An
Act to
prov
ide bo
oks f
or ad
ult bl
ind,”
appr
oved
Ma
rch 3,
1931
, 2 U
.S.C
135a
; (ii)
Nati
onal
Instru
ction
al Ma
terial
s Ac
cess
Cen
ter or
NIM
AC m
eans
the c
enter
es
tablis
hed p
ursu
ant to
secti
on 67
4(e)
of th
e Ac
t;(iii
) Na
tiona
l Instr
uctio
nal M
ateria
ls Ac
cess
ibility
Stan
dard
or N
IMAS
has t
he
mean
ing gi
ven t
he te
rm in
secti
on 67
4(e)
(3)(B
) of
the A
ct; (iv)
Spec
ialize
d for
mats
has t
he
mean
ing gi
ven t
he te
rm in
secti
on 67
4(e)
(3)(D
) of
the A
ct.
(2
) Th
e defi
nition
s in p
arag
raph
(e)(1
) of
this s
ectio
n app
ly to
each
Stat
e and
LEA,
wh
ether
or no
t the S
tate o
r LEA
choo
ses t
o co
ordin
ate w
ith th
e NIM
AC. (
Appr
oved
by th
e Of
fice o
f Man
agem
ent a
nd B
udge
t und
er
contr
ol nu
mber
1820
-003
0)
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(23)
, 147
4(e)
)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
3
Sec.
300.1
73 O
verid
entif
icatio
n an
d di
spro
porti
onali
ty.
The S
tate m
ust h
ave i
n effe
ct,
cons
isten
t with
the p
urpo
ses o
f this
part
and
with
secti
on 61
8(d)
of th
e Act,
polic
ies an
d pr
oced
ures
desig
ned t
o pre
vent
the
inapp
ropr
iate o
verid
entifi
catio
n or
dispr
opor
tiona
te re
pres
entat
ion by
race
and
ethnic
ity of
child
ren a
s chil
dren
with
disa
bilitie
s, inc
luding
child
ren w
ith di
sabil
ities w
ith a
partic
ular im
pairm
ent d
escri
bed i
n Sec
. 300
.8.
(App
rove
d by t
he O
ffice o
f Man
agem
ent a
nd
Budg
et un
der c
ontro
l num
ber 1
820-
0030
) (A
uthor
ity: 2
0 U.S
.C. 1
412(
a)(2
4))
No C
ompa
rabl
e Pro
visio
n
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
4
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T B
SU
BPAR
T B
Sec.
300.1
99 S
tate
adm
inist
ratio
n.
(a)
Rulem
aking
. Eac
h Stat
e tha
t rec
eives
fund
s un
der P
art B
of th
e Act
must—
(1)
Ensu
re th
at an
y Stat
e rule
s, re
gulat
ions,
and
polic
ies re
lating
to th
is pa
rt co
nform
to th
e pu
rpos
es of
this
part;
(2)
Identi
fy in
writin
g to L
EAs l
ocate
d in t
he
State
and t
he S
ecre
tary a
ny su
ch ru
le,
regu
lation
, or p
olicy
as a
State
-impo
sed
requ
ireme
nt tha
t is no
t req
uired
by P
art B
of th
e Ac
t and
Fed
eral
regu
lation
s; an
d (3
) Mi
nimize
the n
umbe
r of r
ules,
regu
lation
s, an
d poli
cies t
o whic
h the
LEAs
and s
choo
ls loc
ated i
n the
Stat
e are
subje
ct un
der P
art B
of
the A
ct.
(b)
Supp
ort a
nd fa
cilita
tion .
Stat
e rule
s, re
gulat
ions,
and p
olicie
s und
er P
art B
of th
e Act
must
supp
ort a
nd fa
cilita
te LE
A an
d sch
ool-le
vel
syste
m im
prov
emen
t des
igned
to en
able
child
ren
with
disab
ilities
to m
eet th
e cha
lleng
ing S
tate
stude
nt ac
adem
ic ac
hieve
ment
stand
ards
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-00
30)
(Auth
ority
: 20 U
.S.C
1407
)
Sec.
300.1
10 C
ondi
tion
of as
sista
nce.
(a) A
Stat
e is e
ligibl
e for
assis
tance
unde
r Par
t B of
the
Act fo
r a fis
cal y
ear if
the S
tate d
emon
strate
s to t
he
satis
factio
n of th
e Sec
retar
y tha
t the S
tate h
as in
effec
t po
licies
and p
roce
dure
s to e
nsur
e tha
t it m
eets
the
cond
itions
in S
ec. S
ec. 3
00.12
1–30
0.156
. (b)
To m
eet
the re
quire
ment
of pa
ragr
aph (
a) of
this
secti
on, th
e Stat
e mu
st ha
ve on
file w
ith th
e Sec
retar
y—
(1) T
he in
forma
tion s
pecif
ied in
Sec
. Sec
. 300
.121–
300.1
56 th
at the
Stat
e use
s to i
mplem
ent th
e re
quire
ments
of th
is pa
rt; an
d (2
) Cop
ies of
all a
pplic
able
State
statu
tes, r
egula
tions
, an
d othe
r Stat
e doc
umen
ts tha
t sho
w the
basis
of th
at inf
orma
tion.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
5
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
CSe
c. 30
0.226
Ear
ly in
terv
enin
g se
rvice
s.
(a)
Gene
ral .
An LE
A ma
y not
use m
ore t
han 1
5 pe
rcent
of the
amou
nt the
LEA
rece
ives u
nder
Pa
rt B
of the
Act
for an
y fisc
al ye
ar, le
ss an
y am
ount
redu
ced b
y the
LEA
pursu
ant to
Sec
. 30
0.205
, if an
y, in
comb
inatio
n with
othe
r am
ounts
(whic
h may
inclu
de am
ounts
othe
r tha
n ed
ucati
on fu
nds),
to de
velop
and i
mplem
ent
coor
dinate
d, ea
rly in
terve
ning s
ervic
es, w
hich
may i
nclud
e inte
rage
ncy f
inanc
ing st
ructu
res,
for
stude
nts in
kind
erga
rten t
hrou
gh gr
ade 1
2 (wi
th a
partic
ular e
mpha
sis on
stud
ents
in kin
derg
arten
thr
ough
grad
e thr
ee) w
ho ar
e not
curre
ntly
identi
fied a
s nee
ding s
pecia
l edu
catio
n or r
elated
se
rvice
s, bu
t who
need
addit
ional
acad
emic
and
beha
viora
l sup
port
to su
ccee
d in a
gene
ral
educ
ation
envir
onme
nt. (
See A
ppen
dix D
for
exam
ples o
f how
Sec
. 300
.205(
d), r
egar
ding
local
maint
enan
ce of
effor
t, and
Sec
. 300
.226(
a)
affec
t one
anoth
er.)
(b)
Activ
ities .
In im
pleme
nting
co
ordin
ated,
early
inter
venin
g ser
vices
unde
r this
se
ction
, an L
EA m
ay ca
rry ou
t acti
vities
that
includ
e-- (1
) Pr
ofess
ional
deve
lopme
nt (w
hich
may b
e pro
vided
by en
tities
othe
r tha
n LEA
s) for
tea
cher
s and
othe
r sch
ool s
taff to
enab
le su
ch
perso
nnel
to de
liver
scien
tifica
lly ba
sed
acad
emic
and b
ehav
ioral
inter
venti
ons,
includ
ing
scien
tifica
lly ba
sed l
itera
cy in
struc
tion,
and,
wher
e app
ropr
iate,
instru
ction
on th
e use
of
adap
tive a
nd in
struc
tiona
l soft
ware
; and
(2
) Pr
ovidi
ng ed
ucati
onal
and
beha
viora
l eva
luatio
ns, s
ervic
es, a
nd su
ppor
ts,
No C
ompa
rabl
e Pro
visio
n Se
c. 30
0.226
Ear
ly in
terv
enin
g se
rvice
s.
The f
inal re
gulat
ions i
nclud
e a ne
w pr
ovisi
on th
at an
LEA
may u
se
not m
ore t
han 1
5 per
cent
of the
Par
t B fu
nds i
t rec
eives
to de
velop
an
d imp
lemen
t coo
rdina
ted, e
arly
inter
venin
g ser
vices
for c
hildr
en
who h
ave n
ot be
en id
entifi
ed as
eligi
ble un
der t
he A
ct, bu
t who
ne
ed ad
dition
al ac
adem
ic an
d beh
avior
al su
ppor
t to su
ccee
d in a
ge
nera
l edu
catio
n env
ironm
ent.
Thes
e ser
vices
are f
or st
uden
ts in
kinde
rgar
ten th
roug
h gra
de 12
with
partic
ular e
mpha
sis on
stu
dents
in ki
nder
garte
n thr
ough
grad
e thr
ee. T
hese
activ
ities
includ
e pro
fessio
nal d
evelo
pmen
t for t
each
ers a
nd ot
her s
choo
l sta
ff as w
ell as
educ
ation
al an
d beh
avior
al ev
aluati
ons,
servi
ces,
and s
uppo
rts, in
cludin
g scie
ntific
ally b
ased
liter
acy i
nstru
ction
. Al
thoug
h rela
ted se
rvice
s pro
vider
s, inc
luding
SLP
s, ar
e not
spec
ificall
y list
ed, E
D no
tes th
at the
re is
nothi
ng in
the A
ct or
re
gulat
ions p
reve
nting
Stat
es an
d LEA
s fro
m inc
luding
relat
ed
servi
ces p
erso
nnel
in the
se se
rvice
s.
Finall
y, ED
comm
ented
that
nothi
ng is
to be
cons
trued
to de
lay an
ap
prop
riate
evalu
ation
of a
child
susp
ected
of ha
ving a
disa
bility
. ED
did n
ot co
nside
r it ap
prop
riate
or ne
cess
ary t
o spe
cify a
tim
efram
e. If a
child
rece
iving
early
inter
venin
g ser
vices
is
susp
ected
of ha
ving a
disa
bility
, the L
EA m
ust c
ondu
ct a f
ull an
d ind
ividu
al ev
aluati
on.
Impli
catio
ns: A
SHA
memb
ers a
re en
cour
aged
to be
come
invo
lved
as th
eir sc
hools
deve
lop an
d imp
lemen
t ear
ly int
erve
ning (
i.e.
resp
onsiv
enes
s-to-
inter
venti
on) p
rogr
ams.
SLP
s and
audio
logist
s ar
e uniq
uely
quali
fied t
o ass
ist st
uden
ts in
need
of ad
dition
al ac
adem
ic su
ppor
ts, as
lang
uage
skills
are t
he ba
sis fo
r lear
ning
and l
itera
cy. F
or he
lpful
reso
urce
s, re
fer to
ASH
A’s n
ew R
TI
techn
ical a
ssist
ance
pack
et at
http:/
/www
.asha
.org/m
embe
rs/slp
/scho
ols/pr
of-co
nsult
/RtoI
.htm .
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
6
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
Cinc
luding
scien
tifica
lly ba
sed l
itera
cy in
struc
tion.
(c) C
onstr
uctio
n . N
othing
in th
is se
ction
shall
be co
nstru
ed to
eithe
r limi
t or c
reate
a r
ight to
FAP
E un
der P
art B
of th
e Act
or to
de
lay ap
prop
riate
evalu
ation
of a
child
susp
ected
of
havin
g a di
sabil
ity.
(d)
Repo
rting .
Eac
h LEA
that
deve
lops
and m
aintai
ns co
ordin
ated,
early
inter
venin
g se
rvice
s und
er th
is se
ction
mus
t ann
ually
repo
rt to
the S
EA on
-- (1
) Th
e num
ber o
f chil
dren
serve
d un
der t
his se
ction
who
rece
ived e
arly
inter
venin
g se
rvice
s; an
d (2
) Th
e num
ber o
f chil
dren
serve
d un
der t
his se
ction
who
rece
ived e
arly
inter
venin
g se
rvice
s and
subs
eque
ntly r
eceiv
e spe
cial
educ
ation
and r
elated
servi
ces u
nder
Par
t B of
the
Act
durin
g the
prec
eding
two y
ear p
eriod
. (e
) Co
ordin
ation
with
ESE
A . F
unds
ma
de av
ailab
le to
carry
out th
is se
ction
may
be
used
to ca
rry ou
t coo
rdina
ted, e
arly
inter
venin
g se
rvice
s alig
ned w
ith ac
tivitie
s fun
ded b
y, an
d ca
rried
out u
nder
the E
SEA
if tho
se fu
nds a
re
used
to su
pplem
ent, a
nd no
t sup
plant,
fund
s ma
de av
ailab
le un
der t
he E
SEA
for th
e acti
vities
an
d ser
vices
assis
ted un
der t
his se
ction
. (A
ppro
ved b
y the
Offic
e of M
anag
emen
t and
Bu
dget
unde
r con
trol n
umbe
r 182
0-06
00)
(Auth
ority
: 20 U
.S.C
. 141
3(f))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
7
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
Se
c. 30
0.302
Scr
eeni
ng fo
r ins
truct
iona
l pu
rpos
es is
not
evalu
atio
n.
The s
creen
ing of
a stu
dent
by a
teach
er
or sp
ecial
ist to
deter
mine
appr
opria
te ins
tructi
onal
strate
gies f
or cu
rricu
lum
imple
menta
tion s
hall n
ot be
cons
idere
d to b
e an
evalu
ation
for e
ligibi
lity fo
r spe
cial e
duca
tion a
nd
relat
ed se
rvice
s. (A
uthor
ity: 2
0 U.S
.C. 1
414(
a)(1
)(E))
No
com
para
ble p
rovis
ion
Sec.
300.3
03 R
eeva
luat
ions
.
(a)
Gene
ral .
A pu
blic a
genc
y mus
t ens
ure t
hat
a ree
valua
tion o
f eac
h chil
d with
a dis
abilit
y is
cond
ucted
in ac
cord
ance
with
Sec
. 300
.304
throu
gh 30
0.311
-- (1
) If t
he pu
blic a
genc
y dete
rmine
s tha
t the
educ
ation
al or
relat
ed se
rvice
s nee
ds, in
cludin
g im
prov
ed ac
adem
ic ac
hieve
ment
and f
uncti
onal
perfo
rman
ce, o
f the c
hild w
arra
nt a r
eeva
luatio
n; or (2
) If t
he ch
ild’s
pare
nt or
teac
her r
eque
sts a
reev
aluati
on.
(b)
Limita
tion .
A re
evalu
ation
cond
ucted
unde
r pa
ragr
aph (
a) of
this
secti
on--
(1
) Ma
y occ
ur no
t mor
e tha
n onc
e a ye
ar,
unles
s the
pare
nt an
d the
publi
c age
ncy a
gree
oth
erwi
se; a
nd
(2)
Must
occu
r at le
ast o
nce e
very
3 yea
rs,
unles
s the
pare
nt an
d the
publi
c age
ncy a
gree
tha
t a re
evalu
ation
is un
nece
ssar
y. (A
uthor
ity: 2
0 U.S
.C. 1
414(
a)(2
))
Sec.
300.5
36 R
eeva
luat
ion.
Ea
ch pu
blic a
genc
y sha
ll ens
ure-
-
(a) T
hat th
e IEP
of ea
ch ch
ild w
ith a
disab
ility i
s re
viewe
d in a
ccor
danc
e with
Sec
. 300
.340-
300.3
50; a
nd
(b
) Tha
t a re
evalu
ation
of ea
ch ch
ild, in
acco
rdan
ce
with
Sec.
300.5
32-3
00.53
5, is
cond
ucted
if co
nditio
ns w
arra
nt a r
eeva
luatio
n, or
if the
child
's pa
rent
or te
ache
r req
uests
a re
evalu
ation
, but
at lea
st on
ce ev
ery t
hree
year
s. (A
uthor
ity: 2
0 U.S
.C. 1
414(
a)(2
))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
8
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
Sec.
300.3
04 E
valu
atio
n pr
oced
ures
.
(a)
Notic
e . T
he pu
blic a
genc
y mus
t pr
ovide
notic
e to t
he pa
rents
of a
child
with
a dis
abilit
y, in
acco
rdan
ce w
ith S
ec 30
0.503
, that
desc
ribes
any e
valua
tion p
roce
dure
s the
agen
cy
prop
oses
to co
nduc
t. (b
) Co
nduc
t of e
valua
tion .
In
cond
uctin
g the
evalu
ation
, the p
ublic
agen
cy
must-
-(1
) Us
e a va
riety
of as
sess
ment
tools
and s
trateg
ies to
gathe
r rele
vant
functi
onal,
de
velop
menta
l, and
acad
emic
infor
matio
n abo
ut the
child
, inclu
ding i
nform
ation
prov
ided b
y the
pa
rent,
that
may a
ssist
in de
termi
ning-
- (i)
Whe
ther t
he ch
ild is
a ch
ild w
ith a
disab
ility u
nder
Sec
. 300
.8; an
d (ii)
The
conte
nt of
the ch
ild’s
IEP,
inc
luding
infor
matio
n rela
ted to
enab
ling t
he ch
ild
to be
invo
lved i
n and
prog
ress
in th
e gen
eral
educ
ation
curri
culum
(or f
or a
pres
choo
l chil
d, to
partic
ipate
in ap
prop
riate
activ
ities);
(2
) No
t use
any s
ingle
meas
ure o
r as
sess
ment
as th
e sole
crite
rion f
or de
termi
ning
wheth
er a
child
is a
child
with
a dis
abilit
y and
for
Sec.
300.5
32 E
valu
atio
n pr
oced
ures
.
Ea
ch pu
blic a
genc
y sha
ll ens
ure,
at a m
inimu
m, th
at the
follo
wing
requ
ireme
nts ar
e met:
(a)(1
) Tes
ts an
d othe
r eva
luatio
n mate
rials
used
to
asse
ss a
child
unde
r Par
t B of
the A
ct--
(i)
Are
selec
ted an
d adm
iniste
red s
o as n
ot to
be
discri
mina
tory o
n a ra
cial o
r cult
ural
basis
; and
(ii) A
re pr
ovide
d and
admi
nister
ed in
the c
hild's
nativ
e lan
guag
e or o
ther m
ode o
f com
munic
ation
, unle
ss it
is cle
arly
not fe
asibl
e to d
o so;
and
(2
) Mate
rials
and p
roce
dure
s use
d to a
sses
s a ch
ild
with
limite
d Eng
lish p
rofic
iency
are s
electe
d and
ad
minis
tered
to en
sure
that
they m
easu
re th
e exte
nt to
which
the c
hild h
as a
disab
ility a
nd ne
eds s
pecia
l ed
ucati
on, r
ather
than
mea
surin
g the
child
's En
glish
lan
guag
e skil
ls.
(b
) A va
riety
of as
sess
ment
tools
and s
trateg
ies ar
e us
ed to
gathe
r rele
vant
functi
onal
and d
evelo
pmen
tal
infor
matio
n abo
ut the
child
, inclu
ding i
nform
ation
prov
ided
by th
e par
ent, a
nd in
forma
tion r
elated
to
enab
ling t
he ch
ild to
be in
volve
d in a
nd pr
ogre
ss in
the
gene
ral c
urric
ulum
(or f
or a
pres
choo
l chil
d, to
partic
ipate
in ap
prop
riate
activ
ities),
that
may a
ssist
in de
termi
ning-
-
(1) W
hethe
r the
child
is a
child
with
a dis
abilit
y und
er
Sec.
300.3
04 E
valu
atio
n pr
oced
ures
Asse
ssme
nt an
d othe
r eva
luatio
n mate
rials
are t
o be p
rovid
ed an
d ad
minis
tered
in th
e chil
d’s na
tive l
angu
age o
r othe
r mod
e of
comm
unica
tion “
and
in th
e for
m m
ost l
ikely
to yi
eld ac
cura
te
info
rmat
ion
on w
hat t
he ch
ild kn
ows a
nd ca
n do
ac
adem
ically
, dev
elopm
enta
lly, a
nd fu
nctio
nally
” unle
ss it
is cle
arly
not fe
asibl
e to d
o so.
For E
nglis
h Lan
guag
e Lea
rner
s and
othe
r cult
urall
y and
lin
guist
ically
dive
rse ch
ildre
n the
“for
m” in
whic
h eva
luatio
n pr
oced
ures
are a
dmini
stere
d will
vary.
The
addit
ion of
this
new
langu
age e
mpha
sizes
the a
llowa
nce o
f var
iance
from
stan
dard
tes
ting p
roce
dure
s whe
n nec
essa
ry in
orde
r to a
ppro
priat
ely
asse
ss ac
adem
ic, de
velop
menta
l, and
func
tiona
l skil
ls. T
he
discu
ssion
secti
on fu
rther
state
d tha
t the p
rovis
ion st
ating
, “un
less
it is c
learly
not fe
asibl
e to d
o so,”
“sho
uld
not b
e im
prop
erly
used
to lim
it ev
aluat
ions
in a
child
’s na
tive l
angu
age.”
ED
also m
entio
ned i
n the
disc
ussio
n sec
tion t
hat “
it is
stan
dard
test
ad
min
istra
tion
prac
tice t
o in
clude
in th
e eva
luat
ion
repo
rt th
e ex
tent
to w
hich
an as
sess
men
t var
ied fr
om st
anda
rd
cond
ition
s, in
cludi
ng th
e lan
guag
e or o
ther
mod
e of
com
mun
icatio
n th
at w
as u
sed
in as
sess
ing
a chi
ld.”
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 6
9
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
de
termi
ning a
n app
ropr
iate e
duca
tiona
l pro
gram
for
the c
hild;
and
(3)
Use t
echn
ically
soun
d ins
trume
nts
that m
ay as
sess
the r
elativ
e con
tributi
on of
co
gnitiv
e and
beha
viora
l facto
rs, in
addit
ion to
ph
ysica
l or d
evelo
pmen
tal fa
ctors.
(c)
Othe
r eva
luatio
n pro
cedu
res .
Eac
h pu
blic a
genc
y mus
t ens
ure t
hat--
(1
) As
sess
ments
and o
ther e
valua
tion
mater
ials u
sed t
o ass
ess a
child
unde
r this
part-
- (i)
Are
selec
ted an
d adm
iniste
red s
o as
not to
be di
scrim
inator
y on a
racia
l or c
ultur
al ba
sis;
(ii) A
re pr
ovide
d and
admi
nister
ed in
the
child
’s na
tive l
angu
age o
r othe
r mod
e of
comm
unica
tion a
nd in
the f
orm
most
likely
to
yield
accu
rate
infor
matio
n on w
hat th
e chil
d kn
ows a
nd ca
n do a
cade
mica
lly,
deve
lopme
ntally
, and
func
tiona
lly, u
nless
it is
clear
ly no
t feas
ible t
o so p
rovid
e or a
dmini
ster;
(iii)
Are u
sed f
or th
e pur
pose
s for
whic
h the
asse
ssme
nts or
mea
sure
s are
valid
and
relia
ble; (iv
) Ar
e adm
iniste
red b
y tra
ined a
nd
know
ledge
able
perso
nnel;
and
(v) A
re ad
minis
tered
in ac
cord
ance
wi
th an
y ins
tructi
ons p
rovid
ed by
the p
rodu
cer o
f the
asse
ssme
nts.
(2)
Asse
ssme
nts an
d othe
r eva
luatio
n ma
terial
s inc
lude t
hose
tailo
red t
o ass
ess
spec
ific ar
eas o
f edu
catio
nal n
eed a
nd no
t me
rely
those
that
are d
esign
ed to
prov
ide a
single
gene
ral in
tellig
ence
quoti
ent.
(3)
Asse
ssme
nts ar
e sele
cted a
nd
admi
nister
ed so
as be
st to
ensu
re th
at if a
n
Sec.
300.7
; and
(2) T
he co
ntent
of the
child
's IE
P.
(c)
(1) A
ny st
anda
rdize
d tes
ts tha
t are
give
n to a
child
--
(i) H
ave b
een v
alida
ted fo
r the
spec
ific pu
rpos
e for
wh
ich th
ey ar
e use
d; an
d
(ii) A
re ad
minis
tered
by tr
ained
and k
nowl
edge
able
perso
nnel
in ac
cord
ance
with
any i
nstru
ction
s pro
vided
by
the pr
oduc
er of
the t
ests.
(2) I
f an a
sses
smen
t is no
t con
ducte
d und
er st
anda
rd
cond
itions
, a de
scrip
tion o
f the e
xtent
to wh
ich it
varie
d fro
m sta
ndar
d con
dition
s (e.g
., the
quali
ficati
ons o
f the
perso
n adm
iniste
ring t
he te
st, or
the m
ethod
of te
st ad
minis
tratio
n) m
ust b
e inc
luded
in th
e eva
luatio
n re
port.
(d
) Tes
ts an
d othe
r eva
luatio
n mate
rials
includ
e tho
se
tailor
ed to
asse
ss sp
ecific
area
s of e
duca
tiona
l nee
d and
no
t mer
ely th
ose t
hat a
re de
signe
d to p
rovid
e a si
ngle
gene
ral in
tellig
ence
quoti
ent.
(e
) Tes
ts ar
e sele
cted a
nd ad
minis
tered
so as
best
to en
sure
that
if a te
st is
admi
nister
ed to
a ch
ild w
ith
impa
ired s
enso
ry, m
anua
l, or s
peak
ing sk
ills, th
e tes
t re
sults
accu
ratel
y refl
ect th
e chil
d's ap
titude
or
achie
veme
nt lev
el or
wha
tever
othe
r fac
tors t
he te
st pu
rpor
ts to
meas
ure,
rathe
r tha
n refl
ectin
g the
child
's im
paire
d sen
sory,
man
ual, o
r spe
aking
skills
(unle
ss
those
skills
are t
he fa
ctors
that th
e
(f) N
o sing
le pr
oced
ure i
s use
d as t
he so
le cri
terion
for
deter
minin
g whe
ther a
child
is a
child
with
a dis
abilit
y and
for
deter
minin
g an a
ppro
priat
e edu
catio
nal p
rogr
am fo
r the
child
.
(g) T
he ch
ild is
asse
ssed
in al
l are
as re
lated
to th
e su
spec
ted di
sabil
ity, in
cludin
g, if a
ppro
priat
e, he
alth,
vision
, hea
ring,
socia
l and
emoti
onal
status
, gen
eral
intell
igenc
e, ac
adem
ic pe
rform
ance
, com
munic
ative
sta
tus, a
nd m
otor a
bilitie
s.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
0
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
as
sess
ment
is ad
minis
tered
to a
child
with
im
paire
d sen
sory,
man
ual, o
r spe
aking
skills
, the
asse
ssme
nt re
sults
accu
ratel
y refl
ect th
e chil
d’s
aptitu
de or
achie
veme
nt lev
el or
wha
tever
othe
r fac
tors t
he te
st pu
rpor
ts to
meas
ure,
rathe
r tha
n re
flecti
ng th
e chil
d’s im
paire
d sen
sory,
man
ual,
or sp
eakin
g skil
ls (u
nless
thos
e skil
ls ar
e the
fac
tors t
hat th
e tes
t pur
ports
to m
easu
re).
(4)
The c
hild i
s ass
esse
d in a
ll are
as
relat
ed to
the s
uspe
cted d
isabil
ity, in
cludin
g, if
appr
opria
te, he
alth,
vision
, hea
ring,
socia
l and
em
otion
al sta
tus, g
ener
al int
ellige
nce,
acad
emic
perfo
rman
ce, c
ommu
nicati
ve st
atus,
and m
otor
abilit
ies; (5
) As
sess
ments
of ch
ildre
n with
dis
abilit
ies w
ho tr
ansfe
r fro
m on
e pub
lic ag
ency
to
anoth
er pu
blic a
genc
y in t
he sa
me sc
hool
year
ar
e coo
rdina
ted w
ith th
ose c
hildr
en's
prior
and
subs
eque
nt sc
hools
, as n
eces
sary
and a
s ex
pedit
iously
as po
ssibl
e, co
nsist
ent w
ith S
ec.
300.3
01(d
)(2) a
nd (e
), to
ensu
re pr
ompt
comp
letion
of fu
ll eva
luatio
ns.
(6)
In ev
aluati
ng ea
ch ch
ild w
ith a
disab
ility u
nder
Sec
..300
.304 t
hrou
gh 30
0.306
, the
evalu
ation
is su
fficien
tly co
mpre
hens
ive to
ide
ntify
all of
the c
hild’s
spec
ial ed
ucati
on an
d re
lated
servi
ces n
eeds
, whe
ther o
r not
comm
only
linke
d to t
he di
sabil
ity ca
tegor
y in
which
the c
hild h
as be
en cl
assif
ied.
(7
) As
sess
ment
tools
and s
trateg
ies th
at pr
ovide
relev
ant in
forma
tion t
hat d
irectl
y ass
ists
perso
ns in
deter
minin
g the
educ
ation
al ne
eds o
f the
child
are p
rovid
ed.
(Auth
ority
: 20 U
.S.C
. 141
4(b)
(1)-(
3),
1412
(a)(6
)(B))
(h
) In e
valua
ting e
ach c
hild w
ith a
disab
ility u
nder
Se
cs. 3
00.53
1- 30
0.536
, the e
valua
tion i
s suff
icien
tly
comp
rehe
nsive
to id
entify
all o
f the c
hild's
spec
ial
educ
ation
and r
elated
servi
ces n
eeds
, whe
ther o
r no
t com
monly
linke
d to t
he di
sabil
ity ca
tegor
y in w
hich
the ch
ild ha
s bee
n clas
sified
. test
purp
orts
to me
asur
e).
(i) T
he pu
blic a
genc
y use
s tec
hnica
lly so
und i
nstru
ments
tha
t may
asse
ss th
e rela
tive c
ontrib
ution
of co
gnitiv
e and
be
havio
ral fa
ctors,
in ad
dition
to ph
ysica
l or
deve
lopme
ntal fa
ctors.
(j)
The
publi
c age
ncy u
ses a
sses
smen
t tools
and
strate
gies t
hat p
rovid
e rele
vant
infor
matio
n tha
t dire
ctly
assis
ts pe
rsons
in de
termi
ning t
he ed
ucati
onal
need
s of
the ch
ild.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(6)(B
), 14
14(b
)(2) a
nd (3
))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
1
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
Sec.
300.3
06 D
eter
min
atio
n of
elig
ibilit
y.
(a)
Gene
ral .
Upon
comp
letion
of th
e ad
minis
tratio
n of a
sses
smen
ts an
d othe
r ev
aluati
on m
easu
res--
(1
) A
grou
p of q
ualifi
ed pr
ofess
ionals
and t
he
pare
nt of
the ch
ild de
termi
nes w
hethe
r the
child
is
a chil
d with
a dis
abilit
y, as
defin
ed in
Sec
. 30
0.8, in
acco
rdan
ce w
ith pa
ragr
aph (
b) of
this
secti
on an
d the
educ
ation
al ne
eds o
f the c
hild;
and
(2)
The p
ublic
agen
cy pr
ovide
s a co
py of
the
evalu
ation
repo
rt an
d the
docu
menta
tion o
f de
termi
natio
n of e
ligibi
lity at
no co
st to
the
pare
nt.
(b)
Spec
ial ru
le for
eligi
bility
deter
mina
tion .
A
child
mus
t not
be de
termi
ned t
o be a
child
with
a dis
abilit
y und
er th
is pa
rt--
(1)
If the
deter
mina
nt fac
tor fo
r tha
t de
termi
natio
n is--
(i)
Lac
k of a
ppro
priat
e ins
tructi
on in
re
ading
, inclu
ding t
he es
senti
al co
mpon
ents
of re
ading
instr
uctio
n (as
defin
ed in
secti
on 12
08(3
) of
the E
SEA)
; (ii)
Lac
k of a
ppro
priat
e ins
tructi
on in
ma
th; or
(iii)
Limite
d Eng
lish p
rofic
iency
; and
(2
) If t
he ch
ild do
es no
t othe
rwise
mee
t the
eligi
bility
crite
ria un
der S
ec. 3
00.8(
a).
(Auth
ority
: 20 U
.S.C
. 141
4(b)
(4) a
nd (5
))
Sec.
300.5
34 D
eter
min
atio
n of
elig
ibilit
y
(a
) Upo
n com
pletin
g the
admi
nistra
tion o
f tests
and
other
evalu
ation
mate
rials-
-
(1) A
grou
p of q
ualifi
ed pr
ofess
ionals
and t
he pa
rent
of the
child
mus
t dete
rmine
whe
ther t
he ch
ild is
a ch
ild w
ith
a disa
bility
, as d
efine
d in S
ec. 3
00.7;
and
(2
) The
publi
c age
ncy m
ust p
rovid
e a co
py of
the
evalu
ation
repo
rt an
d the
docu
menta
tion o
f dete
rmina
tion
of eli
gibilit
y to t
he pa
rent.
(b) A
child
may
not b
e dete
rmine
d to b
e elig
ible u
nder
thi
s par
t if--
(1
) The
deter
mina
nt fac
tor fo
r tha
t elig
ibility
de
termi
natio
n is--
(i) La
ck of
instr
uctio
n in r
eadin
g or m
ath; o
r
(ii) Li
mited
Eng
lish p
rofic
iency
; and
(2) T
he ch
ild do
es no
t othe
rwise
mee
t the e
ligibi
lity
criter
ia un
der S
ec. 3
00.7(
a).
(c)
(1) A
publi
c age
ncy m
ust e
valua
te a c
hild w
ith a
disab
ility i
n acc
orda
nce w
ith S
ecs.
300.5
32 an
d 300
.533
befor
e dete
rmini
ng th
at the
child
is no
long
er a
child
with
a d
isabil
ity.
(2
) The
evalu
ation
desc
ribed
in pa
ragr
aph (
c)(1)
of th
is se
ction
is no
t req
uired
befor
e the
term
inatio
n of a
stu
dent'
s elig
ibility
unde
r Par
t B of
the A
ct du
e to
grad
uatio
n with
a re
gular
high
scho
ol dip
loma,
or
exce
eding
the a
ge el
igibil
ity fo
r FAP
E un
der S
tate l
aw.
(Auth
ority
: 20 U
.S.C
. 141
4(b)
(4) a
nd (5
), (c)
(5))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
2
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
Se
c. 30
0.307
Spe
cific
learn
ing
disa
bilit
ies.
(a)
Gene
ral.
A St
ate m
ust a
dopt,
co
nsist
ent w
ith S
ec. 3
00.30
9, cri
teria
for
deter
minin
g whe
ther a
child
has a
spec
ific le
arnin
g dis
abilit
y as d
efine
d in S
ec. 3
00.8(
c)(10
). In
ad
dition
, the c
riteria
adop
ted by
the S
tate-
- (1
) Mu
st no
t req
uire t
he us
e of a
seve
re
discre
panc
y betw
een i
ntelle
ctual
abilit
y and
ac
hieve
ment
for de
termi
ning w
hethe
r a ch
ild ha
s a
spec
ific le
arnin
g disa
bility
, as d
efine
d in S
ec.
300.8
(c)(1
0);
(2)
Must
perm
it the
use o
f a pr
oces
s bas
ed on
the
child
’s re
spon
se to
scien
tific,
rese
arch
-bas
ed
inter
venti
on; a
nd
(3)
May p
ermi
t the u
se of
othe
r alte
rnati
ve
rese
arch
-bas
ed pr
oced
ures
for d
eterm
ining
wh
ether
a ch
ild ha
s a sp
ecific
lear
ning d
isabil
ity,
as de
fined
in S
ec. 3
00.8(
c)(10
). (b
) Co
nsist
ency
with
Stat
e crite
ria. A
publi
c ag
ency
mus
t use
the S
tate c
riteria
adop
ted
pursu
ant to
para
grap
h (a)
of th
is se
ction
in
deter
minin
g whe
ther a
child
has a
spec
ific le
arnin
g dis
abilit
y. (A
uthor
ity: 2
0 U.S
.C. 1
221e
-3; 1
401(
30);
1414
(b)(6
))
Sec.
300.3
08 A
dditi
onal
grou
p m
embe
rs
The d
eterm
inatio
n of w
hethe
r a ch
ild su
spec
ted
of ha
ving a
spec
ific le
arnin
g disa
bility
is a
child
wi
th a d
isabil
ity as
defin
ed in
Sec
. 300
.8, m
ust
Sec.
300.5
40 A
dditi
onal
team
mem
bers
.
Th
e dete
rmina
tion o
f whe
ther a
child
susp
ected
of
havin
g a sp
ecific
lear
ning d
isabil
ity is
a ch
ild w
ith a
disab
ility a
s defi
ned i
n Sec
. 300
.7, m
ust b
e mad
e by t
he
child
's pa
rents
and a
team
of qu
alifie
d pro
fessio
nals
which
mus
t inclu
de--
(a
)(1) T
he ch
ild's
regu
lar te
ache
r; or
(2) I
f the c
hild d
oes n
ot ha
ve a
regu
lar te
ache
r, a
regu
larcla
ssro
om te
ache
r qua
lified
to te
ach a
child
of hi
s or h
er
age;
or
(3
) For
a ch
ild of
less
than
scho
ol ag
e, an
indiv
idual
quali
fied b
y the
SEA
to te
ach a
child
of hi
s or h
er ag
e; an
d
(b) A
t leas
t one
perso
n qua
lified
to co
nduc
t indiv
idual
diagn
ostic
exam
inatio
ns of
child
ren,
such
as a
scho
ol ps
ycho
logist
, spe
ech-
langu
age p
atholo
gist, o
r rem
edial
re
ading
teac
her.
(Auth
ority
: Sec
. 5(b
), Pu
b. L.
94-1
42)
Sec.
300.3
07-.3
00.31
1 Add
ition
al Pr
oced
ures
For
Iden
tifyin
g Ch
ildre
n W
ith S
pecif
ic Le
arni
ng D
isabi
lities
The f
inal re
gulat
ions r
elated
to id
entify
ing ch
ildre
n with
spec
ific
learn
ing di
sabil
ities (
SLD)
have
some
sign
ifican
t cha
nges
, alt
houg
h sim
ilar t
o the
1999
regu
lation
s. Th
e 200
6 reg
ulatio
ns fo
r ID
EA 20
04 in
dicate
that
states
: ¶
Must
not r
equir
e the
use o
f a se
vere
disc
repa
ncy
betw
een i
ntelle
ctual
abilit
y and
achie
veme
nt for
de
termi
ning w
hethe
r a ch
ild ha
s a sp
ecific
lear
ning
disab
ility,
¶Mu
st pe
rmit t
he us
e of a
proc
ess b
ased
on th
e chil
d’s
resp
onse
to sc
ientifi
c, re
sear
ch-b
ased
inter
venti
on;
¶Ma
y per
mit th
e use
of ot
her a
ltern
ative
rese
arch
-bas
ed
proc
edur
es fo
r dete
rmini
ng w
hethe
r a ch
ild ha
s a sp
ecific
lea
rning
disa
bility
.
Altho
ugh t
he re
gulat
ions d
o not
indica
te tha
t stat
es m
ay pr
ohibi
t us
e of d
iscre
panc
y mod
el, E
D ind
icated
in th
eir di
scus
sions
that
IDEA
2004
indic
ates t
hat s
tates
are f
ree t
o pro
hibit t
he us
e of a
dis
crepa
ncy m
odel.
The r
egula
tions
indic
ate th
at sta
tes “m
ust p
ermi
t the u
se of
a pr
oces
s bas
ed on
the c
hild’s
resp
onse
to sc
ientifi
c, re
sear
ch-
base
d inte
rventi
on.”
This
mea
ns st
ates c
an us
e wha
t is us
ually
re
ferre
d to a
s a R
espo
nsive
ness
-to-In
terve
ntion
(RTI
) mod
el to
deter
mine
if a c
hild i
s sus
pecte
d of h
aving
a sp
ecific
lear
ning
disab
ility (
SLD)
. ED
also i
ndica
ted th
at an
RTI
proc
ess d
oes n
ot re
place
the n
eed f
or a
comp
rehe
nsive
evalu
ation
. A pu
blic a
genc
y mu
st us
e a va
riety
of da
ta ga
therin
g too
ls an
d stra
tegies
and
cann
ot re
ly on
any s
ingle
proc
edur
e (e.g
., RTI
) as t
he so
le cri
terion
for
deter
minin
g elig
ibility
for s
pecia
l edu
catio
n and
relat
ed
servi
ces.
This
requ
ireme
nt ap
plies
to al
l chil
dren
susp
ected
of
havin
g a di
sabil
ity, in
cludin
g tho
se su
spec
ted of
havin
g SLD
. Mo
dels
or pr
oced
ures
that
claim
to as
sist in
iden
tifying
a ch
ild w
ith
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
3
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
be
mad
e by t
he ch
ild's
pare
nts an
d a te
am of
qu
alifie
d pro
fessio
nals,
whic
h mus
t inclu
de--
(a
)(1) T
he ch
ild's
regu
lar te
ache
r; or
(2) I
f the c
hild d
oes n
ot ha
ve a
regu
lar
teach
er, a
regu
lar
class
room
teac
her q
ualifi
ed to
teac
h a ch
ild of
his
or he
r age
; or
(3
) For
a ch
ild of
less
than
scho
ol ag
e, an
ind
ividu
al qu
alifie
d by
the S
EA to
teac
h a ch
ild of
his o
r her
age;
and
(b
) At le
ast o
ne pe
rson q
ualifi
ed to
cond
uct
indivi
dual
diagn
ostic
ex
amina
tions
of ch
ildre
n, su
ch as
a sc
hool
psyc
holog
ist, s
peec
h-lan
guag
e path
ologis
t, or
reme
dial re
ading
teac
her.
(Auth
ority
: 20 U
.S.C
. 122
1e-3
; 140
1(30
); 14
14(b
)(6))
Sec.
300.3
09 D
eter
min
ing
the e
xiste
nce o
f a
spec
ific l
earn
ing
disa
bilit
y. (a
) Th
e gro
up de
scrib
ed in
Sec
. 30
0.306
may
deter
mine
that
a chil
d has
a sp
ecific
lear
ning d
isabil
ity, a
s defi
ned i
n Sec
. 30
0.8(c)
(10)
, if--
(1)
The c
hild d
oes n
ot ac
hieve
ad
equa
tely f
or th
e chil
d’s ag
e or t
o mee
t Stat
e-ap
prov
ed gr
ade-
level
stand
ards
in on
e or m
ore
of the
follo
wing
area
s, wh
en pr
ovide
d with
lea
rning
expe
rienc
es an
d ins
tructi
on ap
prop
riate
for th
e chil
d’s ag
e or S
tate-
appr
oved
grad
e–lev
el sta
ndar
ds: (i) O
ral e
xpre
ssion
. (ii)
List
ening
comp
rehe
nsion
. (iii
) W
ritten
expr
essio
n.
Sec.
300.5
41 C
riter
ia fo
r det
erm
inin
g th
e exis
tenc
e of
a spe
cific
learn
ing
disa
bilit
y.
(a
) A te
am m
ay de
termi
ne th
at a c
hild h
as a
spec
ific
learn
ing di
sabil
ity if-
-
(1) T
he ch
ild do
es no
t ach
ieve c
omme
nsur
ate w
ith hi
s or
her a
ge an
d abil
ity le
vels
in on
e or m
ore o
f the a
reas
lis
ted in
para
grap
h (a)
(2) o
f this
secti
on, if
prov
ided w
ith
learn
ing ex
perie
nces
appr
opria
te for
the c
hild's
age a
nd
abilit
y lev
els; a
nd
(2
) The
team
finds
that
a chil
d has
a se
vere
dis
crepa
ncy b
etwee
n ach
ievem
ent a
nd in
tellec
tual a
bility
in
one o
r mor
e of th
e foll
owing
area
s:
(i) O
ral e
xpre
ssion
.
(ii) Li
stenin
g com
preh
ensio
n.
(iii) W
ritten
expr
essio
n.
(iv) B
asic
read
ing sk
ill.
(v)
Rea
ding c
ompr
ehen
sion.
(vi
) Math
emati
cs ca
lculat
ion.
(vi
i) Math
emati
cs re
ason
ing.
(b
) The
team
may
not id
entify
a ch
ild as
havin
g a
spec
ific le
arnin
g disa
bility
if the
seve
re di
scre
panc
y be
twee
n abil
ity an
d ach
ievem
ent is
prim
arily
the r
esult
of-
(1
) A vi
sual,
hear
ing, o
r moto
r impa
irmen
t;
SLD,
but w
hich a
re no
t bas
ed on
soun
d scie
ntific
rese
arch
, are
not
appr
opria
te an
d sho
uld no
t be a
dopte
d by L
EAs o
r stat
es.
It also
retai
ned t
he cu
rrent
prov
ision
that
indica
te tha
t the
deter
mina
tion o
f whe
ther a
child
susp
ected
of ha
ving S
LD is
a ch
ild w
ith a
disab
ility m
ust b
e mad
e by t
he ch
ild’s
pare
nts an
d a
team
of qu
alifie
d pro
fessio
nals,
whic
h mus
t inclu
de…
”at le
ast o
ne
perso
n qua
lified
to co
nduc
t indiv
idual
diagn
ostic
exam
inatio
ns of
ch
ildre
n, su
ch as
a sc
hool
psyc
holog
ist, s
peec
h-lan
guag
e pa
tholog
ist, o
r rem
edial
read
ing te
ache
r.”
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
4
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
(iv
) Ba
sic re
ading
skill.
(v)
Rea
ding f
luenc
y skil
ls.
(vi)
Read
ing co
mpre
hens
ion.
(vii)
Mathe
matic
s calc
ulatio
n. (vi
ii) M
athem
atics
prob
lem so
lving
. (2
)(i)
The c
hild d
oes n
ot ma
ke
suffic
ient p
rogr
ess t
o mee
t age
or S
tate-
appr
oved
grad
e-lev
el sta
ndar
ds in
one o
r mor
e of
the ar
eas i
denti
fied i
n par
agra
ph (a
)(1) o
f this
secti
on w
hen u
sing a
proc
ess b
ased
on th
e ch
ild’s
resp
onse
to sc
ientifi
c, re
sear
ch-b
ased
int
erve
ntion
; or
(ii) T
he ch
ild ex
hibits
a pa
ttern
of
stren
gths a
nd w
eakn
esse
s in p
erfor
manc
e, ac
hieve
ment,
or bo
th, re
lative
to ag
e, St
ate-
appr
oved
grad
e-lev
el sta
ndar
ds, o
r intel
lectua
l de
velop
ment,
that
is de
termi
ned b
y the
grou
p to
be re
levan
t to th
e ide
ntific
ation
of a
spec
ific
learn
ing di
sabil
ity, u
sing a
ppro
priat
e as
sess
ments
, con
sisten
t with
Sec
. 300
.304 a
nd
300.3
05; a
nd
(3)
The g
roup
deter
mine
s tha
t its
findin
gs un
der p
arag
raph
s (a)
(1) a
nd (2
) of th
is se
ction
are n
ot pr
imar
ily th
e res
ult of
-- (i)
A vi
sual,
hear
ing, o
r moto
r disa
bility
; (ii)
Men
tal re
tarda
tion;
(iii)
Emoti
onal
distur
banc
e; (iv
) Cu
ltura
l facto
rs;
(v) E
nviro
nmen
tal or
econ
omic
disad
vanta
ge; o
r (vi
) Lim
ited E
nglis
h pro
ficien
cy.
(b)
To en
sure
that
unde
rach
ievem
ent
in a c
hild s
uspe
cted o
f hav
ing a
spec
ific le
arnin
g dis
abilit
y is n
ot du
e to l
ack o
f app
ropr
iate
instru
ction
in re
ading
or m
ath, th
e gro
up m
ust
(2
) Men
tal re
tarda
tion;
(3
) Emo
tiona
l dist
urba
nce;
or
(4
) Env
ironm
ental
, cult
ural
or ec
onom
ic dis
adva
ntage
. (A
uthor
ity: S
ec. 5
(b),
Pub.
L. 94
-142
)
Limite
d Eng
lish p
rofic
iency
has b
een a
dded
to th
e list
of co
nditio
ns
in se
ction
300.3
09 th
at co
uld ac
coun
t for a
child
’s lea
rning
pr
oblem
s and
that
must
be co
nside
red i
n dete
rmini
ng w
hethe
r the
ch
ild ha
s a S
LD.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
5
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
co
nside
r, as
part
of the
evalu
ation
desc
ribed
in
Sec.
300.3
04 th
roug
h 300
.306-
- (1
) Da
ta tha
t dem
onstr
ate th
at pr
ior to
, or
as a
part
of, th
e refe
rral p
roce
ss, th
e chil
d was
pr
ovide
d app
ropr
iate i
nstru
ction
in re
gular
ed
ucati
on se
ttings
, deli
vere
d by q
ualifi
ed
perso
nnel;
and
(2)
Data-
base
d doc
umen
tation
of
repe
ated a
sses
smen
ts of
achie
veme
nt at
reas
onab
le int
erva
ls, re
flecti
ng fo
rmal
asse
ssme
nt of
stude
nt pr
ogre
ss du
ring
instru
ction
, whic
h was
prov
ided t
o the
child
’s pa
rents
. (c) T
he pu
blic a
genc
y mus
t pro
mptly
re
ques
t par
ental
cons
ent to
evalu
ate th
e chil
d to
deter
mine
if the
child
need
s spe
cial e
duca
tion
and r
elated
servi
ces,
and m
ust a
dher
e to t
he
timefr
ames
desc
ribed
in S
ec. 3
00.30
1 and
30
0.303
, unle
ss ex
tende
d by m
utual
writte
n ag
reem
ent o
f the c
hild’s
pare
nts an
d a gr
oup o
f qu
alifie
d pro
fessio
nals,
as de
scrib
ed in
Sec
. 30
0.306
(a)(1
)--
(1)
If, pr
ior to
a re
ferra
l, a ch
ild ha
s not
made
adeq
uate
prog
ress
after
an ap
prop
riate
perio
d of ti
me w
hen p
rovid
ed in
struc
tion,
as
desc
ribed
in pa
ragr
aphs
(b)(1
) and
(b)(2
) of th
is se
ction
; and
(2
) W
hene
ver a
child
is re
ferre
d for
an
evalu
ation
. (A
uthor
ity: 2
0 U.S
.C. 1
221e
-3; 1
401(
30);
1414
(b)(6
))
“An a
ppro
priat
e per
iod of
time”
is le
ft to t
he st
ates t
o dete
rmine
.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
6
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
Se
c. 30
0.310
Obs
erva
tion.
(a)
The p
ublic
agen
cy m
ust e
nsur
e tha
t the
child
is ob
serve
d in t
he ch
ild’s
learn
ing
envir
onme
nt (in
cludin
g the
regu
lar cl
assro
om
settin
g) to
docu
ment
the ch
ild’s
acad
emic
perfo
rman
ce an
d beh
avior
in th
e are
as of
dif
ficult
y.(b
) Th
e gro
up de
scrib
ed in
Sec
. 30
0.306
(a)(1
), in
deter
minin
g whe
ther a
child
ha
s a sp
ecific
lear
ning d
isabil
ity, m
ust d
ecide
to--
(1
) Us
e info
rmati
on fr
om an
ob
serva
tion i
n rou
tine c
lassro
om in
struc
tion a
nd
monit
oring
of th
e chil
d’s pe
rform
ance
that
was
done
befor
e the
child
was
refer
red f
or an
ev
aluati
on;o
r(2
) Ha
ve at
leas
t one
mem
ber o
f the
grou
p des
cribe
d in S
ec. 3
00.30
6(a)
(1) c
ondu
ct an
obse
rvatio
n of th
e chil
d’s ac
adem
ic pe
rform
ance
in th
e reg
ular c
lassro
om af
ter th
e ch
ild ha
s bee
n refe
rred f
or an
evalu
ation
and
pare
ntal c
onse
nt, co
nsist
ent w
ith S
ec.
300.3
00(a
), is
obtai
ned.
(c) In
the c
ase o
f a ch
ild of
less
than
sc
hool
age o
r out
of sc
hool,
a gr
oup m
embe
r mu
st ob
serve
the c
hild i
n an e
nviro
nmen
t ap
prop
riate
for a
child
of th
at ag
e. ( A
uthor
ity: 2
0 U.S
.C. 1
221e
-3; 1
401(
30);
1414
(b)(6
))
Sec.
300.5
42 O
bser
vatio
n.
(a
) At le
ast o
ne te
am m
embe
r othe
r tha
n the
child
's re
gular
teac
her s
hall o
bser
ve th
e chil
d's ac
adem
ic pe
rform
ance
in th
e reg
ular c
lassro
om se
tting.
(b
) In t
he ca
se of
a ch
ild of
less
than
scho
ol ag
e or o
ut of
scho
ol, a
team
memb
er sh
all ob
serve
the c
hild i
n an
envir
onme
nt ap
prop
riate
for a
child
of th
at ag
e. (A
uthor
ity: S
ec. 5
(b),
Pub.
L. 94
-142
)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
7
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
Se
c. 30
0.311
Spe
cific
docu
men
tatio
n fo
r the
eli
gibi
lity d
eter
min
atio
n.
(a)
For a
child
susp
ected
of ha
ving a
spec
ific
learn
ing di
sabil
ity, th
e doc
umen
tation
of th
e de
termi
natio
n of e
ligibi
lity, a
s req
uired
in S
ec.
300.3
06(a
)(2),
must
conta
in a
statem
ent o
f--
(1)
Whe
ther t
he ch
ild ha
s a sp
ecific
lear
ning
disab
ility;
(2)
The b
asis
for m
aking
the d
eterm
inatio
n, inc
luding
an as
sura
nce t
hat th
e dete
rmina
tion
has b
een m
ade i
n acc
orda
nce w
ith S
ec.
300.3
06(c)
(1);
(3)
The r
eleva
nt be
havio
r, if a
ny, n
oted d
uring
the
obse
rvatio
n of th
e chil
d and
the r
elatio
nship
of
that b
ehav
ior to
the c
hild’s
acad
emic
functi
oning
; (4
) Th
e edu
catio
nally
relev
ant m
edica
l find
ings,
if any
; (5
) W
hethe
r—
(i)
The
child
does
not a
chiev
e ade
quate
ly for
the
child
’s ag
e or t
o mee
t Stat
e-ap
prov
ed gr
ade-
level
stand
ards
cons
isten
t with
Sec
. 30
0.309
(a)(1
); an
d (ii)
(A)
The c
hild d
oes n
ot ma
ke
suffic
ient p
rogr
ess t
o mee
t age
or S
tate-
appr
oved
grad
e-lev
el sta
ndar
ds co
nsist
ent w
ith
Sec.
300.3
09(a
)(2)(i
); or
(B
) Th
e chil
d exh
ibits
a patt
ern o
f str
ength
s and
wea
knes
ses i
n per
forma
nce,
achie
veme
nt, or
both,
relat
ive to
age,
State
-ap
prov
ed gr
ade l
evel
stand
ards
or in
tellec
tual
deve
lopme
nt co
nsist
ent w
ith S
ec.
300.3
09(a
)(2)(i
i);
(6)
The d
eterm
inatio
n of th
e gro
up
Sec.
300.5
43 W
ritte
n re
port.
(a
) For
a ch
ild su
spec
ted of
havin
g a sp
ecific
lear
ning
disab
ility,
the do
cume
ntatio
n of th
e tea
m's d
eterm
inatio
n of
eligib
ility,
as re
quire
d by S
ec. 3
00.53
4(a)
(2),
must
includ
e a st
ateme
nt of-
-
(1) W
hethe
r the
child
has a
spec
ific le
arnin
g disa
bility
;
(2) T
he ba
sis fo
r mak
ing th
e dete
rmina
tion;
(3
) The
relev
ant b
ehav
ior no
ted du
ring t
he ob
serva
tion
of the
child
;
(4) T
he re
lation
ship
of tha
t beh
avior
to th
e chil
d's
acad
emic
functi
oning
;
(5) T
he ed
ucati
onall
y rele
vant
medic
al fin
dings
, if an
y;
(6) W
hethe
r the
re is
a se
vere
disc
repa
ncy b
etwee
n ac
hieve
ment
and a
bility
that
is no
t cor
recta
ble w
ithou
t sp
ecial
educ
ation
and r
elated
servi
ces;
and
(7
) The
deter
mina
tion o
f the t
eam
conc
ernin
g the
eff
ects
of en
viron
menta
l, cult
ural,
or ec
onom
ic dis
adva
ntage
.
(b) E
ach t
eam
memb
er sh
all ce
rtify i
n writi
ng w
hethe
r the
repo
rt re
flects
his o
r her
conc
lusion
. If it
does
not
refle
ct his
or he
r con
clusio
n, the
team
mem
ber m
ust
subm
it a se
para
te sta
temen
t pre
senti
ng
his or
her c
onclu
sions
. (A
uthor
ity: S
ec. 5
(b),
Pub.
L. 94
-142
)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
8
2006
idea
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is
SUBP
ART
DSU
BPAR
T E
co
ncer
ning t
he ef
fects
of a v
isual,
hear
ing, o
r mo
tor di
sabil
ity; m
ental
retar
datio
n; em
otion
al dis
turba
nce;
cultu
ral fa
ctors;
envir
onme
ntal o
r ec
onom
ic dis
adva
ntage
; or li
mited
Eng
lish
profi
cienc
y on t
he ch
ild’s
achie
veme
nt lev
el; an
d (7
) If t
he ch
ild ha
s par
ticipa
ted in
a pr
oces
s tha
t ass
esse
s the
child
’s re
spon
se to
sc
ientifi
c, re
sear
ch-b
ased
inter
venti
on-–
(i)
The
instr
uctio
nal s
trateg
ies us
ed
and t
he st
uden
t-cen
tered
data
colle
cted;
and
(ii) T
he do
cume
ntatio
n tha
t the c
hild’s
pa
rents
wer
e noti
fied a
bout-
- (A
) Th
e Stat
e’s po
licies
rega
rding
the
amou
nt an
d natu
re of
stud
ent p
erfor
manc
e data
tha
t wou
ld be
colle
cted a
nd th
e gen
eral
educ
ation
servi
ces t
hat w
ould
be pr
ovide
d;
(B)
Stra
tegies
for in
creas
ing th
e chil
d’s
rate
of lea
rning
; and
(C
) Th
e par
ents’
right
to re
ques
t an
evalu
ation
. (b
) Ea
ch gr
oup m
embe
r mus
t cer
tify in
wr
iting w
hethe
r the
repo
rt re
flects
the m
embe
r’s
conc
lusion
. If it
does
not r
eflec
t the m
embe
r’s
conc
lusion
, the g
roup
mem
ber m
ust s
ubmi
t a
sepa
rate
statem
ent p
rese
nting
the m
embe
r’s
conc
lusion
s.(A
uthor
ity: 2
0 U.S
.C. 1
221e
-3; 1
401(
30);
1414
(b)(6
))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 7
9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
Sec.
300.3
20 D
efin
ition
of i
ndivi
duali
zed
educ
atio
n pr
ogra
m.
(a)
Gene
ral .
As us
ed in
this
part,
the t
erm
indivi
duali
zed e
duca
tion p
rogr
am or
IEP
mean
s a
writte
n stat
emen
t for e
ach c
hild w
ith a
disab
ility
that is
deve
loped
, rev
iewed
, and
revis
ed in
a me
eting
in ac
cord
ance
with
Sec
. 300
.320
throu
gh 30
0.324
, and
that
must
includ
e--
(1)
A sta
temen
t of th
e chil
d’s pr
esen
t lev
els of
acad
emic
achie
veme
nt an
d fun
ction
al pe
rform
ance
, inclu
ding-
- (i)
How
the c
hild’s
disa
bility
affec
ts the
ch
ild’s
involv
emen
t and
prog
ress
in th
e gen
eral
educ
ation
curri
culum
(i.e.,
the s
ame c
urric
ulum
as fo
r non
disab
led ch
ildre
n); o
r (ii)
For
pres
choo
l chil
dren
, as
appr
opria
te, ho
w the
disa
bility
affec
ts the
child
’s pa
rticipa
tion i
n app
ropr
iate a
ctivit
ies;
(2)(i
) A
statem
ent o
f mea
sura
ble
annu
al go
als, in
cludin
g aca
demi
c and
func
tiona
l go
als de
signe
d to-
- (A
) Me
et the
child
’s ne
eds t
hat r
esult
fro
m the
child
’s dis
abilit
y to e
nable
the c
hild t
o be
involv
ed in
and m
ake p
rogr
ess i
n the
gene
ral
educ
ation
curri
culum
; and
(B
) Me
et ea
ch of
the c
hild’s
othe
r ed
ucati
onal
need
s tha
t res
ult fr
om th
e chil
d’s
disab
ility; (ii)
For
child
ren w
ith di
sabil
ities w
ho
take a
ltern
ate as
sess
ments
align
ed to
alter
nate
achie
veme
nt sta
ndar
ds, a
desc
riptio
n of
Sec.
300.3
47 C
onte
nt o
f IEP
.
(a
) Gen
eral.
The
IEP
for ea
ch ch
ild w
ith a
disab
ility
must
includ
e--
(1
) A st
ateme
nt of
the ch
ild's
pres
ent le
vels
of ed
ucati
onal
perfo
rman
ce, in
cludin
g--
(i)
How
the c
hild's
disa
bility
affec
ts the
child
's inv
olvem
ent a
nd pr
ogre
ss in
the g
ener
al cu
rricu
lum (i.
e.,
the sa
me cu
rricu
lum as
for n
ondis
abled
child
ren)
; or
(ii)
For
pres
choo
l chil
dren
, as a
ppro
priat
e, ho
w the
dis
abilit
y affe
cts th
e chil
d's pa
rticipa
tion i
n app
ropr
iate
activ
ities;
(2
) A st
ateme
nt of
meas
urab
le an
nual
goals
, inclu
ding
benc
hmar
ks or
shor
t-ter
m ob
jectiv
es, r
elated
to--
(i)
Mee
ting t
he ch
ild's
need
s tha
t res
ult fr
om th
e chil
d's
disab
ility t
o ena
ble th
e chil
d to b
e inv
olved
in an
d pr
ogre
ss in
the g
ener
al cu
rricu
lum (i.
e., th
e sam
e cu
rricu
lum as
for n
ondis
abled
child
ren)
, or f
or pr
esch
ool
child
ren,
as ap
prop
riate,
to pa
rticipa
te in
appr
opria
te ac
tivitie
s; an
d
(ii) M
eetin
g eac
h of th
e chil
d's ot
her e
duca
tiona
l nee
ds
that r
esult
from
the c
hild's
disa
bility
;
(3) A
state
ment
of the
spec
ial ed
ucati
on an
d rela
ted
servi
ces a
nd su
pplem
entar
y aids
and s
ervic
es to
be
prov
ided t
o the
child
, or o
n beh
alf of
the c
hild,
and a
sta
temen
t of th
e pro
gram
mod
ificati
ons o
r sup
ports
for
scho
ol pe
rsonn
el tha
t will
be pr
ovide
d for
the c
hild-
-
(i) T
o adv
ance
appr
opria
tely t
owar
d atta
ining
the
annu
al go
als;
(ii)
To b
e inv
olved
and p
rogr
ess i
n the
gene
ral
curri
culum
in ac
cord
ance
with
para
grap
h (a)
(1) o
f this
secti
on an
d to p
artic
ipate
in ex
tracu
rricu
lar an
d othe
r no
naca
demi
c acti
vities
; and
(iii) T
o be e
duca
ted an
d par
ticipa
te wi
th oth
er ch
ildre
n
300.3
20 D
efin
ition
of i
ndivi
duali
zed
educ
atio
n pr
ogra
m
(a)G
ener
al
(1) W
ordin
g has
been
chan
ged f
rom
the 19
99 re
gulat
ions f
rom
“edu
catio
nal p
erfor
manc
e” to
“aca
demi
c ach
ievem
ent a
nd
functi
onal
perfo
rman
ce.”
ED
decli
ned t
o defi
ne “f
uncti
onal,
” stat
ing
that th
e ter
m is
gene
rally
unde
rstoo
d to r
efer t
o skil
ls or
activ
ities
that a
re no
t con
sider
ed ac
adem
ic or
relat
ed to
a ch
ild’s
acad
emic
achie
veme
nt an
d is o
ften u
sed i
n the
conte
xt of
routi
ne ac
tivitie
s of
ever
yday
living
. ED
also d
eclin
ed to
defin
e “ac
adem
ic ac
hieve
ment,
” stat
ing th
at it g
ener
ally r
efers
to a c
hild’s
pe
rform
ance
in ac
adem
ic ar
eas (
e.g., r
eadin
g or la
ngua
ge ar
ts,
math,
scien
ce, a
nd hi
story)
.(2
) “ge
nera
l cur
riculu
m” ha
s bee
n cha
nged
to “g
ener
al ed
ucati
on
curri
culum
” (3
) mea
sura
ble an
nuals
goals
have
been
clar
ified a
s “inc
luding
ac
adem
ic an
d fun
ction
al go
als”
(4) b
ench
marks
or sh
ort-t
erm
objec
tives
are n
ow re
quire
d only
for
child
ren w
ith di
sabil
ities w
ho ta
ke al
terna
te as
sess
ments
align
ed to
alt
erna
te ac
hieve
ment
stand
ards
(5
) spe
cial e
duca
tion a
nd re
lated
servi
ces a
nd su
pplem
entar
y aids
an
d ser
vices
mus
t now
be “b
ased
on pe
er-re
viewe
d res
earch
to
the ex
tent p
racti
cable
;” ED
decli
ned t
o defi
ne “p
eer-r
eview
ed
rese
arch
,” sta
ting t
hat th
e ter
m ge
nera
lly re
fers t
o res
earch
that
is re
viewe
d by q
ualifi
ed an
d ind
epen
dent
revie
wers
to en
sure
that
the
quali
ty of
the in
forma
tion m
eets
the st
anda
rds o
f the f
ield b
efore
the
rese
arch
is pu
blish
ed, a
nd no
ting t
hat th
e rev
iew pr
oces
s will
vary
depe
nding
on th
e typ
e of in
forma
tion t
o be r
eview
ed
(6) t
he ne
w re
gulat
ions r
efer t
o “ap
prop
riate
acco
mmod
ation
s” ra
ther t
han “
modif
icatio
ns” a
s refe
rred t
o in t
he ’9
9 reg
ulatio
ns
(7) “
how
the ch
ild’s
pare
nts w
ill be
regu
larly
infor
med”
has b
een
chan
ged t
o “wh
en pe
riodic
repo
rts …
will
be pr
ovide
d”
(8) t
he ne
w re
gulat
ions d
elete
the re
quire
ment
that th
e IEP
inclu
de
a stat
emen
t of h
ow pa
rents
will
be re
gular
ly inf
orme
d of th
e exte
nt
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
benc
hmar
ks or
shor
t-ter
m ob
jectiv
es;
(3)
A de
scrip
tion o
f--
(i) H
ow th
e chil
d’s pr
ogre
ss to
ward
me
eting
the a
nnua
l goa
ls de
scrib
ed in
para
grap
h (2
) of th
is se
ction
will
be m
easu
red;
and
(ii) W
hen p
eriod
ic re
ports
on th
e pr
ogre
ss th
e chil
d is m
aking
towa
rd m
eetin
g the
an
nual
goals
(suc
h as t
hrou
gh th
e use
of
quar
terly
or ot
her p
eriod
ic re
ports
, con
curre
nt wi
th the
issu
ance
of re
port
card
s) wi
ll be
prov
ided; (4
) A
statem
ent o
f the s
pecia
l ed
ucati
on an
d rela
ted se
rvice
s and
su
pplem
entar
y aids
and s
ervic
es, b
ased
on
peer
-revie
wed r
esea
rch to
the e
xtent
prac
ticab
le,
to be
prov
ided t
o the
child
, or o
n beh
alf of
the
child
, and
a sta
temen
t of th
e pro
gram
mo
difica
tions
or su
ppor
ts for
scho
ol pe
rsonn
el tha
t will
be pr
ovide
d to e
nable
the c
hild-
- (i)
To a
dvan
ce ap
prop
riatel
y tow
ard
attain
ing th
e ann
ual g
oals;
(ii)
To b
e inv
olved
in an
d mak
e pr
ogre
ss in
the g
ener
al ed
ucati
on cu
rricu
lum in
ac
cord
ance
with
para
grap
h (a)
(1) o
f this
secti
on,
and t
o par
ticipa
te in
extra
curri
cular
and o
ther
nona
cade
mic a
ctivit
ies; a
nd
(iii)
To be
educ
ated a
nd pa
rticipa
te wi
th oth
er ch
ildre
n with
disa
bilitie
s and
nond
isable
d ch
ildre
n in t
he ac
tivitie
s des
cribe
d in t
his se
ction
; (5
) An
expla
natio
n of th
e exte
nt, if
any,
to wh
ich th
e chil
d will
not p
artic
ipate
with
nond
isable
d chil
dren
in th
e reg
ular c
lass a
nd in
with
disab
ilities
and n
ondis
abled
child
ren i
n the
activ
ities
desc
ribed
in th
is se
ction
;
(4) A
n exp
lanati
on of
the e
xtent,
if an
y, to
which
the
child
will
not p
artic
ipate
with
nond
isable
d chil
dren
in th
e re
gular
clas
s and
in
the ac
tivitie
s des
cribe
d in p
arag
raph
(a)(3
) of th
is se
ction
; (5
)(i) A
state
ment
of an
y ind
ividu
al mo
difica
tions
in th
e ad
minis
tratio
n of S
tate o
r dist
rict-w
ide as
sess
ments
of
stude
nt ac
hieve
ment
that a
re ne
eded
in or
der f
or th
e chil
d to
partic
ipate
in the
asse
ssme
nt; an
d
(ii) If
the IE
P tea
m de
termi
nes t
hat th
e chil
d will
not
partic
ipate
in a p
artic
ular S
tate o
r dist
rict-w
ide
asse
ssme
nt of
stude
nt ac
hieve
ment
(or p
art o
f an
asse
ssme
nt), a
state
ment
of--
(A
) Why
that
asse
ssme
nt is
not a
ppro
priat
e for
the
child
; and
(B
) How
the c
hild w
ill be
asse
ssed
;
(6) T
he pr
ojecte
d date
for t
he be
ginnin
g of th
e ser
vices
an
d mod
ificati
ons d
escri
bed i
n par
agra
ph (a
)(3) o
f this
secti
on, a
nd th
e anti
cipate
d fre
quen
cy, lo
catio
n, an
d du
ratio
n of th
ose s
ervic
es an
d mod
ificati
ons;
and
(7
) A st
ateme
nt of-
-
(i) H
ow th
e chil
d's pr
ogre
ss to
ward
the a
nnua
l goa
ls de
scrib
ed in
para
grap
h (a)
(2) o
f this
secti
on w
ill be
me
asur
ed; a
nd
(ii)
How
the c
hild's
pare
nts w
ill be
regu
larly
infor
med
(thro
ugh s
uch m
eans
as pe
riodic
repo
rt ca
rds),
at le
ast a
s oft
en as
pare
nts ar
e info
rmed
of th
eir no
ndisa
bled
child
ren's
prog
ress
, of--
(A) T
heir c
hild's
prog
ress
towa
rd th
e ann
ual g
oals;
and
(B
) The
exten
t to w
hich t
hat p
rogr
ess i
s suff
icien
t to
enab
le the
child
to ac
hieve
the g
oals
by th
e end
of th
e ye
ar.
(b
) Tra
nsitio
n ser
vices
. The
IEP
must
includ
e--
(1
) For
each
stud
ent w
ith a
disab
ility b
eginn
ing at
age
to wh
ich th
eir ch
ild’s
prog
ress
is su
fficien
t to en
able
the ch
ild to
ac
hieve
the g
oals
by th
e end
of th
e yea
r (9
) the
law
chan
ged t
he ag
e at w
hich t
rans
ition s
ervic
es m
ust b
e pr
ovide
d to a
child
with
a dis
abilit
y fro
m 14
year
s to 1
6 yea
rs. T
he
regu
lation
s are
cons
isten
t with
this
chan
ge. I
n its
discu
ssion
, ED
reite
rates
that
the se
rvice
s may
begin
for a
child
who
is “y
oung
er if
deter
mine
d app
ropr
iate b
y the
IEP
Team
.” (1
0) th
e reg
ulatio
ns ad
d the
state
ment
that if
a sta
te re
quire
s IEP
s to
includ
e info
rmati
on be
yond
that
which
is ex
plicit
ly re
quire
d in
secti
on 61
4 IDE
A’04
, the s
tate m
ust id
entify
in w
riting
to its
LEAs
an
d the
Sec
retar
y tha
t it is
a sta
te-im
pose
d req
uirem
ent a
nd no
t on
e bas
ed on
the l
aw or
regu
lation
s.
Sec.
300.1
38 P
artic
ipatio
n in a
sses
smen
ts in
the 19
99 re
gulat
ions
were
inco
rpor
ated i
nto 30
0.320
(a)(2
)(ii),
(a) (
6) (ii
).
Impli
catio
ns: T
here
have
been
seve
ral c
hang
es re
lated
to th
e ge
nera
l com
pone
nts of
the I
EP. L
isted
here
are t
he ch
ange
s tha
t ma
y be c
onsid
ered
relev
ant fo
r spe
ech-
langu
age-
hear
ing se
rvice
s.
Memb
ers a
re en
cour
aged
to re
ad th
roug
h this
list c
arefu
lly, a
nd
incor
pora
te the
se ch
ange
s whe
n dev
elopin
g, re
viewi
ng, a
nd
revis
ing IE
Ps an
d whe
n ser
ving o
n an I
EP T
eam.
In pa
rticula
r, me
mber
s sho
uld no
te the
chan
ge fr
om “e
duca
tiona
l pe
rform
ance
” to “
acad
emic
achie
veme
nt an
d fun
ction
al pe
rform
ance
.” Th
is ch
ange
reinf
orce
s the
prov
ision
of se
rvice
s for
re
ason
s othe
r tha
n aca
demi
c fail
ure a
nd is
cons
isten
t with
ED’
s lon
g-sta
nding
clar
ificati
on re
gard
ing th
is iss
ue. I
t is al
so co
nsist
ent
with
clarifi
catio
n tha
t a ch
ild w
ith a
disab
ility i
s elig
ible f
or se
rvice
s ev
en if
the ch
ild is
not fa
iling a
nd is
adva
ncing
grad
e to g
rade
. Fin
ally,
this s
ectio
n also
reite
rates
the L
EA’s
resp
onsib
ility o
f en
ablin
g the
child
with
a dis
abilit
y to p
artic
ipate
in ex
tracu
rricu
lar
and n
onac
adem
ic ac
tivitie
s. M
embe
rs ne
ed to
cons
ider t
hese
po
ints w
hen d
eterm
ining
eligi
bility
for s
ervic
es fo
r any
child
, but
partic
ularly
thos
e with
artic
ulatio
n, flu
ency
, and
voice
prob
lems t
hat
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
1
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
the ac
tivitie
s des
cribe
d in p
arag
raph
(a)(4
) of th
is se
ction
; (6)(i
) A
statem
ent o
f any
indiv
idual
appr
opria
te ac
comm
odati
ons t
hat a
re ne
cess
ary
to me
asur
e the
acad
emic
achie
veme
nt an
d fun
ction
al pe
rform
ance
of th
e chil
d on S
tate a
nd
distric
twide
asse
ssme
nts co
nsist
ent w
ith se
ction
61
2(a)
(16)
of th
e Act;
and
(ii) If
the I
EP T
eam
deter
mine
s tha
t the
child
mus
t take
an al
terna
te as
sess
ment
instea
d of
a par
ticula
r reg
ular S
tate o
r dist
rictw
ide
asse
ssme
nt of
stude
nt ac
hieve
ment,
a sta
temen
t of
why--
(A)
The c
hild c
anno
t par
ticipa
te in
the
regu
lar as
sess
ment;
and
(B)
The p
artic
ular a
ltern
ate as
sess
ment
selec
ted is
appr
opria
te for
the c
hild;
and
(7)
The p
rojec
ted da
te for
the
begin
ning o
f the s
ervic
es an
d mod
ificati
ons
desc
ribed
in pa
ragr
aph (
a)(4
) of th
is se
ction
, and
the
antic
ipated
freq
uenc
y, loc
ation
, and
dura
tion
of tho
se se
rvice
s and
mod
ificati
ons.
(Auth
ority
: 20 U
.S.C
. 141
4(d)
(1)(A
) and
(d)(6
)
14 (o
r you
nger
, if de
termi
ned a
ppro
priat
e by t
he IE
P tea
m), a
nd up
dated
annu
ally,
a stat
emen
t of th
e tra
nsitio
n se
rvice
need
s of th
e stud
ent u
nder
the a
pplic
able
comp
onen
ts of
the st
uden
t's IE
P tha
t focu
ses o
n the
stu
dent'
s cou
rses o
f stud
y (su
ch as
partic
ipatio
n in
adva
nced
- plac
emen
t cou
rses o
r a vo
catio
nal e
duca
tion
prog
ram)
; and
(2) F
or ea
ch st
uden
t beg
inning
at ag
e 16 (
or yo
unge
r, if
deter
mine
d app
ropr
iate b
y the
IEP
team)
, a st
ateme
nt of
need
ed tr
ansit
ion se
rvice
s for
the s
tuden
t, inc
luding
, if
appr
opria
te, a
statem
ent o
f the i
ntera
genc
y re
spon
sibilit
ies or
any n
eede
d link
ages
.
(c) T
rans
fer of
rights
. In a
State
that
trans
fers r
ights
at the
age m
ajority
, beg
inning
at le
ast o
ne ye
ar be
fore a
stu
dent
reac
hes t
he ag
e of m
ajority
unde
r Stat
e law
, the
stude
nt's I
EP m
ust in
clude
a sta
temen
t that
the st
uden
t ha
s bee
n info
rmed
of hi
s or h
er rig
hts un
der P
art B
of th
e Ac
t, if a
ny, th
at wi
ll tra
nsfer
to th
e stud
ent o
n rea
ching
the
age
of ma
jority
, con
sisten
t with
Sec
. 300
.517.
(d
) Stud
ents
with
disab
ilities
conv
icted
as ad
ults a
nd
incar
cera
ted in
adult
priso
ns. S
pecia
l rules
conc
ernin
g the
co
ntent
of IE
Ps fo
r stud
ents
with
disab
ilities
conv
icted
as
adult
s and
inca
rcera
ted in
adult
priso
ns ar
e con
taine
d in
Sec.
300.3
11(b
) and
(c).
(Auth
ority
: 20 U
.S.C
. 141
4(d)
(1)(A
) and
(d)(6
)(A)(i
i))
may i
mped
e the
child
’s inv
olvem
ent in
extra
curri
cular
and
nona
cade
mic s
etting
s but
not b
e refl
ected
in ac
adem
ic ac
hieve
ment.
Add
itiona
l wor
ding t
hat s
uppo
rts th
is ca
n be f
ound
in
300.4
2 (Su
pplem
ental
aids
and s
ervic
es) 3
00.43
(Defi
nition
of
trans
ition s
ervic
es),
300.1
01 (F
APE)
, 300
.107 (
Nona
cade
mic
servi
ces),
300.1
11 (C
hild f
ind),
and 3
00.11
7 (No
naca
demi
c se
ttings
).
Altho
ugh s
hort
term
objec
tives
are n
ot re
quire
d for
all c
hildr
en as
pa
rt of
the IE
P, A
SHA
reco
mmen
ds th
at SL
Ps co
ntinu
e to i
denti
fy sh
ort te
rm go
als as
part
of the
ir inte
rventi
on pl
an in
orde
r to
monit
or pr
ogre
ss to
ward
s lon
g ter
m go
als. A
s we s
trive t
owar
ds
impr
oved
evide
nce-
base
d pra
ctice
in ou
r pro
fessio
n, it i
s clea
r tha
t we
shou
ld ma
intain
docu
menta
tion o
f trea
tmen
t effe
ctive
ness
.
Sec.
300.3
21 IE
P Te
am.
(a)
Gene
ral .
The p
ublic
agen
cy m
ust e
nsur
e tha
t the I
EP T
eam
for ea
ch ch
ild w
ith a
disab
ility
includ
es--
(1)
The p
aren
ts of
the ch
ild;
(2)
Not le
ss th
an on
e reg
ular e
duca
tion t
each
er
Sec.
300.3
44 IE
P te
am.
(a
) Gen
eral.
The
publi
c age
ncy s
hall e
nsur
e tha
t the
IEP
team
for ea
ch ch
ild w
ith a
disab
ility i
nclud
es--
(1
) The
pare
nts of
the c
hild;
(2
) At le
ast o
ne re
gular
educ
ation
teac
her o
f the c
hild (
if the
child
is, o
r may
be, p
artic
ipatin
g in t
he re
gular
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
of the
child
(if th
e chil
d is,
or m
ay be
, pa
rticipa
ting i
n the
regu
lar ed
ucati
on
envir
onme
nt);
(3)
Not le
ss th
an on
e spe
cial e
duca
tion t
each
er
of the
child
, or w
here
appr
opria
te, no
t less
then
on
e spe
cial e
duca
tion p
rovid
er of
the c
hild;
(4)
A re
pres
entat
ive of
the p
ublic
agen
cy w
ho--
(i)
Is qu
alifie
d to p
rovid
e, or
supe
rvise
the
prov
ision
of, s
pecia
lly de
signe
d ins
tructi
on to
me
et the
uniqu
e nee
ds of
child
ren w
ith
disab
ilities
; (ii)
Is kn
owled
geab
le ab
out th
e gen
eral
educ
ation
curri
culum
; and
(iii
) Is
know
ledge
able
abou
t the a
vaila
bility
of
reso
urce
s of th
e pub
lic ag
ency
. (5
) An
indiv
idual
who c
an in
terpr
et the
ins
tructi
onal
impli
catio
ns of
evalu
ation
resu
lts,
who m
ay be
a me
mber
of th
e tea
m de
scrib
ed in
pa
ragr
aphs
(a)(2
) thr
ough
(a)(6
) of th
is se
ction
; (6
) At
the d
iscre
tion o
f the p
aren
t or t
he ag
ency
, oth
er in
dividu
als w
ho ha
ve kn
owled
ge or
spec
ial
expe
rtise r
egar
ding t
he ch
ild, in
cludin
g rela
ted
servi
ces p
erso
nnel
as ap
prop
riate;
and
(7)
Whe
neve
r app
ropr
iate,
the ch
ild w
ith a
disab
ility.
(b)
Tran
sition
servi
ces p
artic
ipants
. (1)
In
acco
rdan
ce w
ith pa
ragr
aph (
a)(7
) of th
is se
ction
, the
publi
c age
ncy m
ust in
vite a
child
with
a dis
abilit
y to a
ttend
the c
hild’s
IEP
Team
mee
ting
if a pu
rpos
e of th
e mee
ting w
ill be
the
cons
idera
tion o
f the p
ostse
cond
ary g
oals
for th
e ch
ild an
d the
tran
sition
servi
ces n
eede
d to a
ssist
educ
ation
envir
onme
nt);
(3
) At le
ast o
ne sp
ecial
educ
ation
teac
her o
f the c
hild,
or if
appr
opria
te, at
leas
t one
spec
ial ed
ucati
on pr
ovide
r of
the ch
ild;
(4
) A re
pres
entat
ive of
the p
ublic
agen
cy w
ho--
(i)
Is qu
alifie
d to p
rovid
e, or
supe
rvise
the p
rovis
ion of
, sp
ecial
ly de
signe
d ins
tructi
on to
mee
t the u
nique
need
s of
child
ren w
ith di
sabil
ities;
(ii)
Is kn
owled
geab
le ab
out th
e gen
eral
curri
culum
; and
(iii) I
s kno
wled
geab
le ab
out th
e ava
ilabil
ity of
reso
urce
s of
the pu
blic a
genc
y;
(5) A
n ind
ividu
al wh
o can
inter
pret
the in
struc
tiona
l im
plica
tions
of ev
aluati
on re
sults
, who
may
be a
memb
er
of the
team
desc
ribed
in pa
ragr
aphs
(a)(2
) thr
ough
(6) o
f thi
s sec
tion;
(6
) At th
e disc
retio
n of th
e par
ent o
r the
agen
cy, o
ther
indivi
duals
who
have
know
ledge
or sp
ecial
expe
rtise
rega
rding
the c
hild,
includ
ing re
lated
servi
ces p
erso
nnel
as ap
prop
riate;
and
(7
) If a
ppro
priat
e, the
child
.
(b) T
rans
ition s
ervic
es pa
rticipa
nts. (
1) U
nder
pa
ragr
aph (
a)(7
) of th
is se
ction
, the p
ublic
agen
cy sh
all
invite
a stu
dent
with
a disa
bility
of an
y age
to at
tend h
is or
he
r IEP
mee
ting i
f a pu
rpos
e of th
e mee
ting w
ill be
the
cons
idera
tion o
f--
(i)
The
stud
ent's
tran
sition
servi
ces n
eeds
unde
r Se
c. 30
0.347
(b)(1
);
(ii) T
he ne
eded
tran
sition
servi
ces f
or th
e stud
ent u
nder
Se
c. 30
0.347
(b)(2
); or
(
iii) B
oth.
(2
) If th
e stud
ent d
oes n
ot att
end t
he IE
P me
eting
, the
publi
c age
ncy s
hall t
ake o
ther s
teps t
o ens
ure t
hat th
e stu
dent'
s pre
feren
ces a
nd in
teres
ts ar
e con
sider
ed.
(
3) (i)
In im
pleme
nting
the r
equir
emen
ts of
Sec.
300.3
47(b
)(2),
the pu
blic a
genc
y also
shall
invit
e a
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
the ch
ild in
reac
hing t
hose
goals
unde
r Sec
. 30
0.320
(b).
(2)
If the
child
does
not a
ttend
the I
EP T
eam
meeti
ng, th
e pub
lic ag
ency
mus
t take
othe
r step
s to
ensu
re th
at the
child
’s pr
efere
nces
and
inter
ests
are c
onsid
ered
. (3
) To
the e
xtent
appr
opria
te, w
ith th
e con
sent
of the
pare
nts or
a ch
ild w
ho ha
s rea
ched
the
age o
f majo
rity, in
imple
menti
ng th
e re
quire
ments
of pa
ragr
aph (
b)(1
) of th
is se
ction
, the
publi
c age
ncy m
ust in
vite a
repr
esen
tative
of
any p
artic
ipatin
g age
ncy t
hat is
likely
to be
re
spon
sible
for pr
ovidi
ng or
payin
g for
tran
sition
se
rvice
s. (
c) D
eterm
inatio
n of k
nowl
edge
and s
pecia
l ex
pertis
e. T
he de
termi
natio
n of th
e kno
wled
ge
or sp
ecial
expe
rtise o
f any
indiv
idual
desc
ribed
in
para
grap
h (a)
(6) o
f this
secti
on m
ust b
e mad
e by
the pa
rty (p
aren
ts or
publi
c age
ncy)
who i
nvite
d the
indiv
idual
to be
a me
mber
of th
e IEP
Tea
m.
(d)
Des
ignati
ng a
publi
c age
ncy
repr
esen
tative
. A pu
blic a
genc
y may
desig
nate
a pub
lic ag
ency
mem
ber o
f the I
EP T
eam
to als
o se
rve as
the a
genc
y rep
rese
ntativ
e, if t
he cr
iteria
in
para
grap
h (a)
(4) o
f this
secti
on ar
e sati
sfied
. (
e) IE
P Te
am at
tenda
nce.
(1)
A me
mber
of th
e IEP
Tea
m de
scrib
ed in
pa
ragr
aphs
(a)(2
) thr
ough
(a)(5
) of th
is se
ction
is
not r
equir
ed to
atten
d an I
EP T
eam
meeti
ng, in
wh
ole or
in pa
rt, if
the pa
rent
of a c
hild w
ith a
disab
ility a
nd th
e pub
lic ag
ency
agre
e, in
writin
g, tha
t the a
ttend
ance
of th
e mem
ber is
not
nece
ssar
y bec
ause
the m
embe
r's ar
ea of
the
curri
culum
or re
lated
servi
ces i
s not
being
mo
dified
or di
scus
sed i
n the
mee
ting.
repr
esen
tative
of an
y othe
r age
ncy t
hat is
likely
to be
re
spon
sible
for pr
ovidi
ng or
payin
g for
tran
sition
se
rvice
s.
(ii) If
an ag
ency
invit
ed to
send
a re
pres
entat
ive to
a me
eting
does
not d
o so,
the pu
blic a
genc
y sha
ll tak
e oth
er st
eps t
o obta
in pa
rticipa
tion o
f the o
ther a
genc
y in
the pl
annin
g of a
ny tr
ansit
ion se
rvice
s.
(c) D
eterm
inatio
n of k
nowl
edge
and s
pecia
l exp
ertis
e. Th
e dete
rmina
tion o
f the k
nowl
edge
or sp
ecial
expe
rtise
of an
y ind
ividu
al de
scrib
ed in
para
grap
h (a)
(6) o
f this
secti
on sh
all be
mad
e by t
he pa
rty (p
aren
ts or
publi
c ag
ency
) who
invit
ed th
e ind
ividu
al to
be a
memb
er of
the
IEP.
(d
) Des
ignati
ng a
publi
c age
ncy r
epre
senta
tive.
A pu
blic a
genc
y may
desig
nate
anoth
er pu
blic a
genc
y me
mber
of th
e IEP
team
to al
so se
rve as
the a
genc
y re
pres
entat
ive, if
the c
riteria
in pa
ragr
aph (
a)(4
) of th
is se
ction
are s
atisfi
ed.
(Auth
ority
: 20 U
.S.C
. 140
1(30
), 14
14(d
)(1)(A
)(7),
(B))
Ther
e is a
new
prov
ision
(Sec
. 300
.321(
e))t
hat a
mem
ber o
f the
IEP
Team
is no
t req
uired
to at
tend t
he IE
P me
eting
if tha
t me
mber
’s ar
ea is
not b
eing m
odifie
d or d
iscus
sed,
and t
he pa
rent
and L
EA ag
ree t
o this
in w
riting
. Also
, a m
embe
r of th
e IEP
Tea
m ma
y be e
xcus
ed fr
om at
tendin
g the
IEP
meeti
ng th
at inc
ludes
a mo
difica
tion o
r disc
ussio
n of th
e mem
ber’s
area
if the
pare
nt an
d LE
A ag
ree i
n writi
ng an
d the
mem
ber s
ubmi
ts wr
itten i
nput
prior
to
the m
eetin
g. In
its co
mmen
ts, E
D wa
s firm
in le
aving
the d
ecisi
on
of me
mber
atten
danc
e and
excu
sal u
p to t
he LE
A an
d par
ent
rathe
r tha
n fur
ther r
egula
ting t
erms
of th
e dec
ision
.
Impli
catio
ns: In
its di
scus
sion,
ED no
tes th
at the
inten
t of th
is pr
ovisi
on is
to pr
ovide
addit
ional
flexib
ility t
o par
ents
in sc
hedu
ling
IEP
Team
mee
tings
and t
o avo
id de
lays i
n hold
ing an
IEP
Team
me
eting
whe
n an I
EP T
eam
memb
er ca
nnot
atten
d due
to a
sche
dulin
g con
flict.
ASHA
mem
bers
may w
ish to
mon
itor e
xcus
als
to en
sure
that
this i
s ind
eed t
he re
ason
for t
he ex
cusa
l. In
addit
ion, m
embe
rs ne
ed to
be pr
epar
ed to
subm
it writt
en in
put
prior
to an
IEP
Team
mee
ting,
if exc
used
.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
(2)
A me
mber
of th
e IEP
Tea
m de
scrib
ed in
pa
ragr
aph (
e)(1
) of th
is se
ction
may
be ex
cuse
d fro
m att
endin
g an I
EP T
eam
meeti
ng, in
who
le or
in
part,
whe
n the
mee
ting i
nvolv
es a
modif
icatio
n to
or di
scus
sion o
f the m
embe
r's ar
ea of
the
curri
culum
or re
lated
servi
ces,
if--
(i) T
he pa
rent,
in w
riting
, and
the p
ublic
ag
ency
cons
ent to
the e
xcus
al; an
d (ii)
The
mem
ber s
ubmi
ts, in
writi
ng to
the
pare
nt an
d the
IEP
Team
, inpu
t into
the
deve
lopme
nt of
the IE
P pr
ior to
the m
eetin
g. (f)
Initia
l IEP
Team
mee
ting f
or ch
ild
unde
r Par
t C. I
n the
case
of a
child
who
was
pr
eviou
sly se
rved u
nder
Par
t C of
the A
ct, an
inv
itatio
n to t
he in
itial IE
P Te
am m
eetin
g mus
t, at
the re
ques
t of th
e par
ent, b
e sen
t to th
e Par
t C
servi
ce co
ordin
ator o
r othe
r rep
rese
ntativ
es of
the
Par
t C sy
stem
to as
sist w
ith th
e smo
oth
trans
ition o
f ser
vices
. (A
uthor
ity: 2
0 U.S
.C. 1
414(
d)(1
)(B)-(
d)(1
)(D))
Sec.
300.3
21(f)
requ
ires t
hat th
e pub
lic ag
ency
, at th
e req
uest
of the
pare
nt, se
nd an
invit
ation
to th
e Par
t C se
rvice
coor
dinato
r, or
oth
er re
pres
entat
ive of
the P
art C
syste
m, to
atten
d the
child
’s firs
t IE
P me
eting
.
Impli
catio
ns: A
SHA
memb
ers a
nd ce
rtifica
te ho
lders
also m
ay
want
to inf
orm
pare
nts of
their
right
to re
ques
t that
the pu
blic
agen
cy in
vite t
heir c
hild’s
Par
t C se
rvice
coor
dinato
r to t
he in
itial
IEP
meeti
ng.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
Sec.
300.3
22 P
aren
t par
ticip
atio
n.
(a)
Publi
c age
ncy r
espo
nsibi
lity—
gene
ral.
Each
pu
blic a
genc
y mus
t take
step
s to e
nsur
e tha
t one
or
both
of the
pare
nts of
a ch
ild w
ith a
disab
ility
are p
rese
nt at
each
IEP
Team
mee
ting o
r are
aff
orde
d the
oppo
rtunit
y to p
artic
ipate,
inclu
ding-
- (1
) No
tifying
pare
nts of
the m
eetin
g ear
ly en
ough
to en
sure
that
they w
ill ha
ve an
op
portu
nity t
o atte
nd; a
nd
(2)
Sche
dulin
g the
mee
ting a
t a m
utuall
y agr
eed
on tim
e and
plac
e. (b
) Inf
orma
tion p
rovid
ed to
pare
nts. (
1) T
he
notic
e req
uired
unde
r par
agra
ph (a
)(1) o
f this
secti
on m
ust--
(i)
Indic
ate th
e pur
pose
, time
, and
loca
tion o
f the
meeti
ng an
d who
will
be in
atten
danc
e; an
d (ii)
Infor
m the
pare
nts of
the p
rovis
ions i
n Sec
. 30
0.321
(a)(6
) and
(c) (
relat
ing to
the p
artic
ipatio
n of
other
indiv
iduals
on th
e IEP
Tea
m wh
o hav
e kn
owled
ge or
spec
ial ex
pertis
e abo
ut the
child
), an
d Sec
. 300
.321(
f) (re
lating
to th
e par
ticipa
tion
of the
Par
t C se
rvice
coor
dinato
r or o
ther
repr
esen
tative
s of th
e Par
t C sy
stem
at the
initia
l IE
P Te
am m
eetin
g for
a ch
ild pr
eviou
sly se
rved
unde
r Par
t C of
the A
ct).
(2)
For a
child
with
a dis
abilit
y beg
inning
not
later
than
the f
irst IE
P to
be in
effec
t whe
n the
ch
ild tu
rns 1
6, or
youn
ger if
deter
mine
d ap
prop
riate
by th
e IEP
Tea
m, th
e noti
ce al
so
must-
-(i)
Indic
ate--
Sec.
300.3
45 P
aren
t par
ticip
atio
n.
(a
) Pub
lic ag
ency
resp
onsib
ility--
gene
ral. E
ach p
ublic
ag
ency
shall
take
step
s to e
nsur
e tha
t one
or bo
th of
the
pare
nts of
a ch
ild w
ith a
disab
ility a
re pr
esen
t at e
ach I
EP
meeti
ng or
are a
fford
ed th
e opp
ortun
ity to
partic
ipate,
inc
luding
--
(1) N
otifyi
ng pa
rents
of th
e mee
ting e
arly
enou
gh to
en
sure
that
they w
ill ha
ve an
oppo
rtunit
y to a
ttend
; and
(2) S
ched
uling
the m
eetin
g at a
mutu
ally a
gree
d on
time a
nd pl
ace.
(b
) Info
rmati
on pr
ovide
d to p
aren
ts. (1
) The
notic
e re
quire
d und
er pa
ragr
aph (
a)(1
) of th
is se
ction
mus
t--
(i)
Indic
ate th
e pur
pose
, time
, and
loca
tion o
f the
meeti
ng an
d who
will
be in
atten
danc
e; an
d
(ii) In
form
the pa
rents
of th
e pro
vision
s in S
ec.
300.3
44(a
)(6) a
nd
(c)
(rela
ting t
o the
partic
ipatio
n of o
ther in
dividu
als on
the
IEP
team
who h
ave k
nowl
edge
or sp
ecial
expe
rtise
abou
t the c
hild)
.
(2) F
or a
stude
nt wi
th a d
isabil
ity be
ginnin
g at a
ge 14
, or
youn
ger,
if app
ropr
iate,
the no
tice m
ust a
lso--
(i)
Indic
ate th
at a p
urpo
se of
the m
eetin
g will
be th
e de
velop
ment
of a s
tatem
ent o
f the t
rans
ition s
ervic
es
need
s of th
e stud
ent r
equir
ed in
Sec
. 300
.347(
b)(1
); an
d
(ii) In
dicate
that
the ag
ency
will
invite
the s
tuden
t.
(3) F
or a
stude
nt wi
th a d
isabil
ity be
ginnin
g at a
ge 16
, or
youn
ger,
if app
ropr
iate,
the no
tice m
ust--
(i) In
dicate
that
a pur
pose
of th
e mee
ting i
s the
co
nside
ratio
n of n
eede
d tra
nsitio
n ser
vices
for t
he st
uden
t re
quire
d in S
ec. 3
00.34
7(b)
(2);
(ii)
Indic
ate th
at the
agen
cy w
ill inv
ite th
e stud
ent; a
nd
(iii
) Ide
ntify
any o
ther a
genc
y tha
t will
be in
vited
to se
nd
a rep
rese
ntativ
e.
(c) O
ther m
ethod
s to e
nsur
e par
ent p
artic
ipatio
n. If
Esse
ntial
ly un
chan
ged
Impli
catio
ns: A
SHA
memb
ers a
nd ce
rtifica
te ho
lders
also m
ay
want
to inf
orm
pare
nts of
their
right
to re
ques
t that
the pu
blic
agen
cy in
vite t
heir c
hild’s
Par
t C se
rvice
coor
dinato
r to t
he in
itial
IEP
meeti
ng.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
(A)
That
a pur
pose
of th
e mee
ting w
ill be
the c
onsid
erati
on of
the p
ostse
cond
ary g
oals
and t
rans
ition s
ervic
es fo
r the
child
, in
acco
rdan
ce w
ith S
ec. 3
00.32
0(b)
; and
(B
) Th
at the
agen
cy w
ill inv
ite th
e stu
dent;
and
(ii) Id
entify
any o
ther a
genc
y tha
t will
be in
vited
to se
nd a
repr
esen
tative
. (c)
Othe
r meth
ods t
o ens
ure p
aren
t pa
rticipa
tion.
If ne
ither
pare
nt ca
n atte
nd an
IEP
Team
mee
ting,
the pu
blic a
genc
y mus
t use
othe
r me
thods
to en
sure
pare
nt pa
rticipa
tion,
includ
ing
indivi
dual
or co
nfere
nce t
eleph
one c
alls,
cons
isten
t with
Sec
. 300
.328 (
relat
ed to
alt
erna
tive m
eans
of m
eetin
g par
ticipa
tion)
. (d
) Co
nduc
ting a
n IEP
Tea
m me
eting
wi
thout
a par
ent in
atten
danc
e. A
mee
ting m
ay
be co
nduc
ted w
ithou
t a pa
rent
in att
enda
nce i
f the
publi
c age
ncy i
s una
ble to
conv
ince t
he
pare
nts th
at the
y sho
uld at
tend.
In th
is ca
se, th
e pu
blic a
genc
y mus
t kee
p a re
cord
of its
attem
pts
to ar
rang
e a m
utuall
y agr
eed o
n tim
e and
plac
e, su
ch as
-- (1)
Detai
led re
cord
s of te
lepho
ne ca
lls
made
or at
tempte
d and
the r
esult
s of th
ose c
alls;
(2
) Co
pies o
f cor
resp
onde
nce s
ent to
the
pare
nts an
d any
resp
onse
s rec
eived
; and
(3
) De
tailed
reco
rds o
f visi
ts ma
de to
the
pare
nt’s h
ome o
r plac
e of e
mploy
ment
and
the re
sults
of th
ose v
isits.
(e
) Us
e of in
terpr
eters
or ot
her a
ction
,
neith
er pa
rent
can a
ttend
, the p
ublic
agen
cy sh
all us
e oth
er m
ethod
s to e
nsur
e par
ent p
artic
ipatio
n, inc
luding
ind
ividu
al or
confe
renc
e tele
phon
e call
s.
(d) C
ondu
cting
an IE
P me
eting
with
out a
pare
nt in
atten
danc
e. A
meeti
ng m
ay be
cond
ucted
with
out a
pa
rent
in att
enda
nce i
f the p
ublic
agen
cy is
unab
le to
conv
ince t
he pa
rents
that
they s
hould
atten
d. In
this c
ase
the pu
blic a
genc
y mus
t hav
e a re
cord
of its
attem
pts to
ar
rang
e a m
utuall
y agr
eed o
n tim
e and
plac
e, su
ch as
--
(1) D
etaile
d rec
ords
of te
lepho
ne ca
lls m
ade o
r att
empte
d and
the r
esult
s of th
ose c
alls;
(2) C
opies
of co
rresp
onde
nce s
ent to
the p
aren
ts an
d an
y res
pons
es re
ceive
d; an
d
(3) D
etaile
d rec
ords
of vi
sits m
ade t
o the
pare
nt's h
ome
or pl
ace o
f emp
loyme
nt an
d the
resu
lts of
thos
e visi
ts.
(e
) Use
of in
terpr
eters
or ot
her a
ction
, as a
ppro
priat
e. Th
e pub
lic ag
ency
shall
take
wha
tever
actio
n is n
eces
sary
to en
sure
that
the pa
rent
unde
rstan
ds th
e pro
ceed
ings a
t the
IEP
meeti
ng, in
cludin
g arra
nging
for a
n inte
rpre
ter fo
r pa
rents
with
deafn
ess o
r who
se na
tive l
angu
age i
s othe
r tha
n Eng
lish.
(f) P
aren
t cop
y of c
hild's
IEP.
The
publi
c age
ncy s
hall
give t
he pa
rent
a cop
y of th
e chil
d's IE
P at
no co
st to
the
pare
nt.
(Auth
ority
: 20 U
.S.C
. 141
4(d)
(1)(B
)(i))
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
7
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
as ap
prop
riate.
The
publi
c age
ncy m
ust ta
ke
whate
ver a
ction
is ne
cess
ary t
o ens
ure t
hat th
e pa
rent
unde
rstan
ds th
e pro
ceed
ings o
f the I
EP
Team
mee
ting,
includ
ing ar
rang
ing fo
r an
inter
prete
r for
pare
nts w
ith de
afnes
s or w
hose
na
tive l
angu
age i
s othe
r tha
n Eng
lish.
(f) P
aren
t cop
y of c
hild’s
IEP .
The
publi
c ag
ency
mus
t give
the p
aren
t a co
py of
the c
hild’s
IE
P at
no co
st to
the pa
rent.
(Auth
ority
: 20
U.S.
C. 14
14(d
)(1)(B
)(i)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
8
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
Sec.
300.3
24 D
evelo
pmen
t, re
view,
and
revis
ion
of IE
P.
(a)
Deve
lopme
nt of
IEP .
(1)
Gen
eral.
In
deve
loping
each
child
’s IE
P, th
e IEP
Tea
m mu
st co
nside
r-(i)
The
stre
ngths
of th
e chil
d; (ii)
The
conc
erns
of th
e par
ents
for en
hanc
ing
the ed
ucati
on of
their
child
; (iii
) Th
e res
ults o
f the i
nitial
or m
ost r
ecen
t ev
aluati
on of
the c
hild;
and
(iv)
The a
cade
mic,
deve
lopme
ntal, a
nd
functi
onal
need
s of th
e chil
d. (2
) Co
nside
ratio
n of s
pecia
l facto
rs . T
he IE
P Te
am m
ust--
(i)
In th
e cas
e of a
child
who
se be
havio
r im
pede
s the
child
’s lea
rning
or th
at of
other
s, co
nside
r the
use o
f pos
itive b
ehav
ioral
inter
venti
ons a
nd su
ppor
ts, an
d othe
r stra
tegies
, to
addr
ess t
hat b
ehav
ior;
(ii) In
the c
ase o
f a ch
ild w
ith lim
ited E
nglis
h pr
oficie
ncy,
cons
ider t
he la
ngua
ge ne
eds o
f the
child
as th
ose n
eeds
relat
e to t
he ch
ild’s
IEP;
(iii
) In
the ca
se of
a ch
ild w
ho is
blind
or vi
suall
y im
paire
d, pr
ovide
for in
struc
tion i
n Bra
ille an
d the
us
e of B
raille
unles
s the
IEP
Team
deter
mine
s, aft
er an
evalu
ation
of th
e chil
d’s re
ading
and
writin
g skil
ls, ne
eds,
and a
ppro
priat
e rea
ding a
nd
writin
g med
ia (in
cludin
g an e
valua
tion o
f the
child
’s fut
ure n
eeds
for in
struc
tion i
n Bra
ille or
the
use o
f Bra
ille),
that in
struc
tion i
n Bra
ille or
the
Sec.
300.3
46 D
evelo
pmen
t, re
view,
and
revis
ion
of
IEP.
(a
) Dev
elopm
ent o
f IEP.
(1) G
ener
al. In
deve
loping
ea
ch ch
ild's
IEP,
the I
EP te
am, s
hall c
onsid
er--
(i)
The
stre
ngths
of th
e chil
d and
the c
once
rns o
f the
pare
nts fo
r enh
ancin
g the
educ
ation
of th
eir ch
ild;
(ii)
The
resu
lts of
the i
nitial
or m
ost r
ecen
t eva
luatio
n of
the ch
ild; a
nd
(iii
) As a
ppro
priat
e, the
resu
lts of
the c
hild's
pe
rform
ance
on an
y gen
eral
State
or di
strict
-wide
as
sess
ment
prog
rams
.
(2) C
onsid
erati
on of
spec
ial fa
ctors.
The
IEP
team
also
shall
--
(i) In
the c
ase o
f a ch
ild w
hose
beha
vior im
pede
s his
or
her le
arnin
g or t
hat o
f othe
rs, co
nside
r, if a
ppro
priat
e, str
ategie
s, inc
luding
posit
ive be
havio
ral in
terve
ntion
s, str
ategie
s, an
d sup
ports
to ad
dres
s tha
t beh
avior
;
(ii) In
the c
ase o
f a ch
ild w
ith lim
ited E
nglis
h pr
oficie
ncy,
cons
ider t
he la
ngua
ge ne
eds o
f the c
hild a
s tho
se ne
eds r
elate
to the
child
's IE
P;
(iii
) In t
he ca
se of
a ch
ild w
ho is
blind
or vi
suall
y im
paire
d, pr
ovide
for in
struc
tion i
n Bra
ille an
d the
use o
f Br
aille
unles
s the
IEP
team
deter
mine
s, aft
er an
ev
aluati
on of
the c
hild's
read
ing an
d writi
ng sk
ills, n
eeds
, an
d app
ropr
iate r
eadin
g and
writi
ng m
edia
(inclu
ding a
n ev
aluati
on of
the c
hild's
futur
e nee
ds fo
r instr
uctio
n in
Brail
le or
the u
se of
Bra
ille),
that in
struc
tion i
n Bra
ille or
the
use o
f Bra
ille is
not a
ppro
priat
e for
the c
hild;
(iv
) Con
sider
the c
ommu
nicati
on ne
eds o
f the c
hild,
and i
n the
case
of a
child
who
is de
af or
hard
of he
aring
, co
nside
r the
child
's lan
guag
e and
comm
unica
tion n
eeds
,
Sec.
300.3
24 D
evelo
pmen
t, re
view,
and
revis
ion
of IE
P
Cons
idera
tions
whe
n de
velop
ing th
e IE
P (S
ec. 3
00.3
24)(a
)(1):
To
the lis
t of c
onsid
erati
ons h
as be
en ad
ded “
the ac
adem
ic,
deve
lopme
ntal, a
nd fu
nctio
nal n
eeds
of th
e chil
d” an
d dele
ted “a
s ap
prop
riate,
the r
esult
s of th
e chil
d’s pe
rform
ance
on an
y gen
eral
state
or di
strict
-wide
asse
ssme
nt pr
ogra
ms” t
o refl
ect w
ordin
g ch
ange
s in t
he A
ct.
Impli
catio
ns: M
embe
rs sh
ould
cons
ider a
cade
mic,
deve
lopme
ntal,
and f
uncti
onal
need
s of th
e chil
d whe
n dev
elopin
g ann
ual g
oals
on
the ch
ild’s
IEP.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 8
9
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
use o
f Bra
ille is
not a
ppro
priat
e for
the c
hild;
(iv)
Cons
ider t
he co
mmun
icatio
n nee
ds
of the
child
, and
in th
e cas
e of a
child
who
is de
af or
hard
of he
aring
, con
sider
the c
hild’s
lang
uage
an
d com
munic
ation
need
s, op
portu
nities
for
direc
t com
munic
ation
s with
peer
s and
pr
ofess
ional
perso
nnel
in the
child
’s lan
guag
e an
d com
munic
ation
mod
e, ac
adem
ic lev
el, an
d ful
l rang
e of n
eeds
, inclu
ding o
ppor
tunitie
s for
dir
ect in
struc
tion i
n the
child
’s lan
guag
e and
co
mmun
icatio
n mod
e; an
d (v)
Con
sider
whe
ther t
he ch
ild ne
eds
assis
tive t
echn
ology
devic
es an
d ser
vices
. (3
) Re
quire
ment
with
resp
ect to
regu
lar
educ
ation
teac
her.
A re
gular
educ
ation
teac
her
of a c
hild w
ith a
disab
ility,
as a
memb
er of
the
IEP
Team
, mus
t, to t
he ex
tent a
ppro
priat
e, pa
rticipa
te in
the de
velop
ment
of the
IEP
of the
ch
ild, in
cludin
g the
deter
mina
tion o
f--
(i) A
ppro
priat
e pos
itive b
ehav
ioral
inter
venti
ons a
nd su
ppor
ts an
d othe
r stra
tegies
for
the c
hild;
and
(ii) S
upple
menta
ry aid
s and
servi
ces,
prog
ram
modif
icatio
ns, a
nd su
ppor
t for s
choo
l pe
rsonn
el co
nsist
ent w
ith S
ec. 3
00.32
0(a)
(4).
(4)
Agre
emen
t. (i)
In m
aking
chan
ges
to a c
hild’s
IEP
after
the a
nnua
l IEP
Team
me
eting
for a
scho
ol ye
ar, th
e par
ent o
f a ch
ild
with
a disa
bility
and t
he pu
blic a
genc
y may
agre
e no
t to co
nven
e an I
EP T
eam
meeti
ng fo
r the
pu
rpos
es of
mak
ing th
ose c
hang
es, a
nd in
stead
ma
y dev
elop a
writt
en do
cume
nt to
amen
d or
oppo
rtunit
ies fo
r dire
ct co
mmun
icatio
ns w
ith pe
ers a
nd
profe
ssion
al pe
rsonn
el in
the ch
ild's
langu
age a
nd
comm
unica
tion m
ode,
acad
emic
level,
and f
ull ra
nge o
f ne
eds,
includ
ing op
portu
nities
for d
irect
instru
ction
in th
e ch
ild's
langu
age a
nd co
mmun
icatio
n mod
e; an
d
(v)
Con
sider
whe
ther t
he ch
ild re
quire
s ass
istive
tec
hnolo
gy de
vices
and s
ervic
es.
(b
) Rev
iew an
d Rev
ision
of IE
P. In
cond
uctin
g a
meeti
ng to
revie
w, an
d, if a
ppro
priat
e, re
vise a
child
's IE
P,
the IE
P tea
m sh
all co
nside
r the
facto
rs de
scrib
ed in
pa
ragr
aph (
a) of
this
secti
on.
(c)
Stat
emen
t in IE
P. If,
in co
nside
ring t
he sp
ecial
fac
tors d
escri
bed i
n par
agra
phs (
a)(1
) and
(2) o
f this
secti
on, th
e IEP
team
deter
mine
s tha
t a ch
ild ne
eds a
pa
rticula
r dev
ice or
servi
ce (in
cludin
g an i
nterve
ntion
, ac
comm
odati
on, o
r othe
r pro
gram
mod
ificati
on) in
orde
r for
the c
hild t
o rec
eive F
APE,
the I
EP te
am m
ust in
clude
a sta
temen
t to th
at eff
ect in
the c
hild's
IEP.
(d) R
equir
emen
t with
resp
ect to
regu
lar ed
ucati
on
teach
er. T
he re
gular
educ
ation
teac
her o
f a ch
ild w
ith a
disab
ility,
as a
memb
er of
the I
EP te
am, m
ust, t
o the
ex
tent a
ppro
priat
e, pa
rticipa
te in
the de
velop
ment,
revie
w,
and r
evisi
on of
the c
hild's
IEP,
inclu
ding a
ssist
ing in
the
deter
mina
tion o
f--
1)
App
ropr
iate p
ositiv
e beh
avior
al int
erve
ntion
s and
str
ategie
s for
the c
hild;
and
(2
) Sup
pleme
ntary
aids a
nd se
rvice
s, pr
ogra
m mo
difica
tions
or su
ppor
ts for
scho
ol pe
rsonn
el tha
t will
be
prov
ided f
or th
e chil
d, co
nsist
ent w
ith S
ec. 3
00.34
7(a)
(3).
(e
) Con
struc
tion.
Nothi
ng in
this
secti
on sh
all be
co
nstru
ed to
requ
ire th
e IEP
team
to in
clude
infor
matio
n un
der o
ne co
mpon
ent o
f a ch
ild's
IEP
that is
alre
ady
conta
ined u
nder
anot
her c
ompo
nent
of the
child
's IE
P.
(Auth
ority
: 20 U
.S.C
. 141
4(d)
(3) a
nd (4
)(B) a
nd (e
))
Ther
e are
two n
ew pr
ovisi
ons u
nder
Deve
lopme
nt of
IEP:
1.
To th
e exte
nt po
ssibl
e, LE
As m
ust e
ncou
rage
the
cons
olida
tion o
f ree
valua
tion m
eetin
gs fo
r the
child
and
other
IEP
Team
mee
tings
for t
he ch
ild.
2.IE
Ps m
ay be
amen
ded w
ithou
t an I
EP T
eam
meeti
ng if
the pa
rent
and L
EA ag
ree t
o this
. This
is in
tende
d to
bene
fit pa
rents
by pr
ovidi
ng fle
xibilit
y. LE
As ar
e req
uired
to
infor
m the
IEP
Team
of th
e cha
nges
that
were
mad
e wi
thout
an IE
P Te
am m
eetin
g.
Also
, the L
EA an
d par
ent m
ay ag
ree t
o use
alter
nativ
e mea
ns of
me
eting
partic
ipatio
n, su
ch as
vide
o con
feren
ces a
nd co
nfere
nce
calls
(see
Sec
. 300
.328
Alte
rnati
ve m
eans
of m
eetin
g pa
rticipa
tion)
.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
0
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T D
SUBP
ART
C
modif
y the
child
’s cu
rrent
IEP.
(ii) If
chan
ges a
re m
ade t
o the
child
’s IE
P in
acco
rdan
ce w
ith pa
ragr
aph (
a)(4
)(i) o
f this
secti
on, th
e pub
lic ag
ency
mus
t ens
ure t
hat th
e ch
ild’s
IEP
Team
is in
forme
d of th
ose c
hang
es.
(5)
Cons
olida
tion o
f IEP
Team
me
eting
s. T
o the
exten
t pos
sible,
the p
ublic
ag
ency
mus
t enc
oura
ge th
e con
solid
ation
of
reev
aluati
on m
eetin
gs fo
r the
child
and o
ther I
EP
Team
mee
tings
for t
he ch
ild.
(6)
Amen
dmen
ts. C
hang
es to
the I
EP
may b
e mad
e eith
er by
the e
ntire
IEP
Team
at
an IE
P Te
am m
eetin
g, or
as pr
ovide
d in
para
grap
h (a)
(4) o
f this
secti
on, b
y ame
nding
the
IEP
rathe
r tha
n by r
edra
fting t
he en
tire IE
P.
Upon
requ
est, a
pare
nt mu
st be
prov
ided w
ith a
revis
ed co
py of
the I
EP w
ith th
e ame
ndme
nts
incor
pora
ted.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
1
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T E
SU
BPAR
T E
Se
c. 30
0.502
Inde
pend
ent e
duca
tiona
l ev
aluat
ion.
(b)
Pare
nt rig
ht to
evalu
ation
at pu
blic e
xpen
se.
(1)
A pa
rent
has t
he rig
ht to
an in
depe
nden
t ed
ucati
onal
evalu
ation
at pu
blic e
xpen
se if
the
pare
nt dis
agre
es w
ith an
evalu
ation
obtai
ned b
y the
publi
c age
ncy,
subje
ct to
the co
nditio
ns in
pa
ragr
aphs
(b)(2
) thr
ough
(4) o
f this
secti
on.
(2)
If a pa
rent
requ
ests
an in
depe
nden
t ed
ucati
onal
evalu
ation
at pu
blic e
xpen
se, th
e pu
blic a
genc
y mus
t, with
out u
nnec
essa
ry de
lay,
eithe
r--(i)
File
a du
e pro
cess
comp
laint
to re
ques
t a
hear
ing to
show
that
its ev
aluati
on is
appr
opria
te;
or (ii) E
nsur
e tha
t an i
ndep
ende
nt ed
ucati
onal
evalu
ation
is pr
ovide
d at p
ublic
expe
nse,
unles
s the
agen
cy de
mons
trates
in a
hear
ing pu
rsuan
t to
Sec.
300.5
07 th
roug
h 300
.513 t
hat th
e ev
aluati
on ob
taine
d by t
he pa
rent
did no
t mee
t ag
ency
crite
ria.
(3)
If the
publi
c age
ncy f
iles a
due p
roce
ss
comp
laint
notic
e to r
eque
st a h
earin
g and
the
final
decis
ion is
that
the ag
ency
's ev
aluati
on is
ap
prop
riate,
the p
aren
t still
has t
he rig
ht to
an
indep
ende
nt ed
ucati
onal
evalu
ation
, but
not a
t pu
blic e
xpen
se.
(4)
If a pa
rent
requ
ests
an in
depe
nden
t ed
ucati
onal
evalu
ation
, the p
ublic
agen
cy m
ay
ask f
or th
e par
ent's
reas
on w
hy he
or sh
e obje
cts
to the
publi
c eva
luatio
n. H
owev
er, th
e pub
lic
agen
cy m
ay no
t req
uire t
he pa
rent
to pr
ovide
an
expla
natio
n and
may
not u
nrea
sona
bly de
lay
Sec.
300.5
02 In
depe
nden
t edu
catio
nal e
valu
atio
n.
(b
) Par
ent r
ight to
evalu
ation
at pu
blic e
xpen
se.
(1) A
pare
nt ha
s the
right
to an
inde
pend
ent e
duca
tiona
l ev
aluati
on at
publi
c exp
ense
if the
pare
nt dis
agre
es w
ith
an ev
aluati
on ob
taine
d by t
he pu
blic a
genc
y.
(2) I
f a pa
rent
requ
ests
an in
depe
nden
t edu
catio
nal
evalu
ation
at pu
blic e
xpen
se, th
e pub
lic ag
ency
mus
t, wi
thout
unne
cess
ary d
elay,
eithe
r--
(i)
Initia
te a h
earin
g und
er S
ec. 3
00.50
7 to s
how
that it
s ev
aluati
on is
appr
opria
te; or
(ii) E
nsur
e tha
t an i
ndep
ende
nt ed
ucati
onal
evalu
ation
is
prov
ided a
t pub
lic ex
pens
e, un
less t
he ag
ency
de
mons
trates
in a
hear
ing un
der S
ec. 3
00.50
7 tha
t the
evalu
ation
obtai
ned b
y the
pare
nt did
not m
eet a
genc
y cri
teria.
(3
) If th
e pub
lic ag
ency
initia
tes a
hear
ing an
d the
final
decis
ion is
that
the ag
ency
's ev
aluati
on is
appr
opria
te, th
e pa
rent
still h
as th
e righ
t to an
inde
pend
ent e
duca
tiona
l ev
aluati
on, b
ut no
t at p
ublic
expe
nse.
(4
) If a
pare
nt re
ques
ts an
inde
pend
ent e
duca
tiona
l ev
aluati
on, th
e pub
lic ag
ency
may
ask f
or th
e par
ent's
re
ason
why
he or
she o
bjects
to th
e pub
lic ev
aluati
on.
Howe
ver,
the ex
plana
tion b
y the
pare
nt ma
y not
be re
quire
d and
the p
ublic
agen
cy m
ay no
t unr
easo
nably
de
lay ei
ther p
rovid
ing th
e ind
epen
dent
educ
ation
al ev
aluati
on at
publi
c exp
ense
or in
itiatin
g a du
e pro
cess
he
aring
to de
fend t
he pu
blic e
valua
tion.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
2
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T E
SU
BPAR
T E
eit
her p
rovid
ing th
e ind
epen
dent
educ
ation
al ev
aluati
on at
publi
c exp
ense
or fil
ing a
due
proc
ess c
ompla
int to
requ
est a
due p
roce
ss
hear
ing to
defen
d the
publi
c eva
luatio
n. (5
) A
pare
nt is
entitl
ed to
only
one i
ndep
ende
nt ed
ucati
onal
evalu
ation
at pu
blic e
xpen
se ea
ch
time t
he pu
blic a
genc
y con
ducts
an ev
aluati
on
with
which
the p
aren
t disa
gree
s.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
3
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T E
SU
BPAR
T E
Se
c. 30
0.504
Pro
cedu
ral s
afeg
uard
s not
ice.
(a)
Gene
ral .
A co
py of
the p
roce
dura
l sa
fegua
rds a
vaila
ble to
the p
aren
ts of
a chil
d wi
th a d
isabil
ity m
ust b
e give
n to t
he pa
rents
only
one t
ime a
scho
ol ye
ar, e
xcep
t that
a cop
y also
mu
st be
give
n to t
he pa
rents
-- (1
) Up
on in
itial re
ferra
l or p
aren
t req
uest
for
evalu
ation
; (2
) Up
on re
ceipt
of th
e firs
t Stat
e com
plaint
un
der S
ec. 3
00.15
1 thr
ough
300.1
53 an
d upo
n re
ceipt
of th
e firs
t due
proc
ess c
ompla
int un
der
Sec.
300.5
07 in
a sc
hool
year
; (3
) In
acco
rdan
ce w
ith th
e disc
ipline
proc
edur
es
in Se
c. 30
0.530
(h);
and
(4)
Upon
requ
est b
y a pa
rent.
(b
) Int
erne
t Web
site.
A pu
blic a
genc
y may
pla
ce a
curre
nt co
py of
the p
roce
dura
l sa
fegua
rds n
otice
on its
Inter
net W
eb si
te if a
W
eb si
te ex
ists.
(Auth
ority
: 20 U
.S.C
. 141
5(d)
)
Sec.
300.5
04 P
roce
dura
l saf
egua
rds n
otice
.
(a
) Gen
eral.
A co
py of
the p
roce
dura
l safe
guar
ds
avail
able
to the
pare
nts of
a ch
ild w
ith a
disab
ility m
ust b
e giv
en to
the p
aren
ts, at
a mi
nimum
--
(1) U
pon i
nitial
refer
ral fo
r eva
luatio
n;
(2) U
pon e
ach n
otific
ation
of an
IEP
meeti
ng;
(3
) Upo
n ree
valua
tion o
f the c
hild;
and
(4
) Upo
n rec
eipt o
f a re
ques
t for d
ue pr
oces
s und
er
Sec.
300.5
07.
(Auth
ority
: 20 U
.S.C
. 141
5(d)
)
Sec.
300.5
05 E
lectro
nic m
ail.
A pa
rent
of a c
hild w
ith a
disab
ility m
ay
elect
to re
ceive
notic
es re
quire
d by S
ec.
300.5
03, 3
00.50
4, an
d 300
.508 b
y an e
lectro
nic
mail c
ommu
nicati
on, if
the p
ublic
agen
cy m
akes
tha
t opti
on av
ailab
le.
(Auth
ority
: 20 U
.S.C
. 141
5(n)
)
No co
mpa
rabl
e pro
visio
n
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
4
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T F
SUBP
ART
G Se
c. 30
0.646
Disp
ropo
rtion
ality
.
(a)
Gene
ral .
Each
Stat
e tha
t rec
eives
as
sistan
ce un
der P
art B
of th
e Act,
and t
he
Secre
tary o
f the I
nterio
r, mu
st pr
ovide
for t
he
colle
ction
and e
xami
natio
n of d
ata to
deter
mine
if sig
nifica
nt dis
prop
ortio
nality
base
d on r
ace a
nd
ethnic
ity is
occu
rring
in th
e Stat
e and
the L
EAs o
f the
Stat
e with
resp
ect to
-- (1
) Th
e ide
ntific
ation
of ch
ildre
n as
child
ren w
ith di
sabil
ities,
includ
ing th
e ide
ntific
ation
of ch
ildre
n as c
hildr
en w
ith
disab
ilities
in ac
cord
ance
with
a pa
rticula
r im
pairm
ent d
escri
bed i
n sec
tion 6
02(3
) of th
e Ac
t;(2
) Th
e plac
emen
t in pa
rticula
r ed
ucati
onal
settin
gs of
thes
e chil
dren
; and
(3
) Th
e inc
idenc
e, du
ratio
n, an
d typ
e of
discip
linar
y acti
ons,
includ
ing su
spen
sions
and
expu
lsion
s. (b)
Revie
w an
d rev
ision
of po
licies
, pr
actic
es, a
nd pr
oced
ures
. In t
he ca
se of
a de
termi
natio
n of s
ignific
ant d
ispro
portio
nality
with
re
spec
t to th
e ide
ntific
ation
of ch
ildre
n as
child
ren w
ith di
sabil
ities,
or th
e plac
emen
t in
partic
ular e
duca
tiona
l sett
ings o
f thes
e chil
dren
, in
acco
rdan
ce w
ith pa
ragr
aph (
a) of
this
secti
on,
the S
tate o
r the
Sec
retar
y of th
e Inte
rior m
ust--
(1
) Pr
ovide
for t
he re
view
and,
if ap
prop
riate
revis
ion of
the p
olicie
s, pr
oced
ures
, an
d pra
ctice
s use
d in t
he id
entifi
catio
n or
place
ment
to en
sure
that
the po
licies
, pr
oced
ures
, and
prac
tices
comp
ly wi
th the
re
quire
ments
of th
e Act.
Sec.
300.7
55 D
ispro
porti
onali
ty.
(a
) Gen
eral.
Eac
h Stat
e tha
t rec
eives
assis
tance
unde
r Pa
rt B
of th
e Act,
and t
he S
ecre
tary o
f the I
nterio
r, sh
all
prov
ide fo
r the
colle
ction
and e
xami
natio
n of d
ata to
de
termi
ne if
signif
icant
dispr
opor
tiona
lity ba
sed o
n rac
e is
occu
rring
in th
e Stat
e or in
the s
choo
ls op
erate
d by t
he
Secre
tary o
f the I
nterio
r with
resp
ect to
--
(1) T
he id
entifi
catio
n of c
hildr
en as
child
ren w
ith
disab
ilities
, inc
luding
the i
denti
ficati
on of
child
ren a
s ch
ildre
n with
disa
bilitie
s in a
ccor
danc
e with
a pa
rticula
r im
pairm
ent d
escri
bed i
n sec
tion 6
02(3
) of
the A
ct; an
d
(2) T
he pl
acem
ent in
partic
ular e
duca
tiona
l sett
ings o
f the
se c
hildr
en.
(b
) Rev
iew an
d rev
ision
of po
licies
, pra
ctice
s, an
d pr
oced
ures
. In th
e cas
e of a
deter
mina
tion o
f sign
ifican
t dis
prop
ortio
nality
with
res
pect
to the
iden
tifica
tion o
f ch
ildre
n as c
hildr
en w
ith di
sabil
ities,
or th
e plac
emen
t in
partic
ular e
duca
tiona
l sett
ings o
f thes
e chil
dren
, in
acco
rdan
ce w
ith pa
ragr
aph (
a) of
this
secti
on, th
e St
ate or
the S
ecre
tary o
f the I
nterio
r sha
ll pro
vide f
or th
e re
view
and,
if app
ropr
iate r
evisi
on of
the p
olicie
s, pr
oced
ures
, and
prac
tices
use
d in t
he id
entifi
catio
n or
place
ment
to en
sure
that
the po
licies
, pro
cedu
res,
and
prac
tices
comp
ly wi
th the
requ
ireme
nts of
Par
t B of
the
Act.
(Auth
ority
: 20 U
.S.C
. 141
8(c))
300.6
46 D
ispro
porti
onali
ty
The f
inal re
gulat
ions a
dded
a pr
ovisi
on re
quirin
g stat
es to
revie
w eth
nicity
data
in ad
dition
to ra
ce da
ta to
deter
mine
the p
rese
nce o
f dis
prop
ortio
nality
. The
2006
regu
lation
s also
requ
ire st
ates t
o inc
lude a
revie
w of
dispr
opor
tiona
lity w
ith re
spec
t to di
scipl
inary
actio
ns. I
n the
even
t that
signif
icant
dispr
opor
tiona
lity is
de
termi
ned,
the st
ate w
ill no
t only
be re
quire
d to r
eview
and r
evise
po
licies
, pro
cedu
res,
and p
racti
ces,
but th
ey w
ill als
o req
uire t
he
LEA
to re
serve
the m
axim
um am
ount
of fun
ds un
der 6
13(f)
to
prov
ide ea
rly in
terve
ning s
ervic
es to
child
ren i
n the
LEA,
“p
artic
ularly
, but
not e
xclus
ively”
to th
ose i
n gro
ups t
hat w
ere
signif
icantl
y ove
riden
tified
. Add
itiona
lly, th
e LEA
will
be re
quire
d to
publi
cly re
port
on th
e rev
ision
of po
licies
, pra
ctice
s, an
d pr
oced
ures
. This
is st
ricter
than
the p
revio
us 19
99 re
gulat
ions o
n dis
prop
ortio
nality
and i
s sup
porte
d with
fund
ing to
addr
ess t
he
prob
lem.
Thes
e reg
ulatio
ns m
ore c
learly
defin
e step
s tha
t Stat
es m
ust ta
ke
to ad
dres
s the
prob
lem of
disp
ropo
rtiona
lity in
spec
ial ed
ucati
on, in
pa
rticula
r with
the m
anda
te of
funds
for e
arly
inter
venin
g ser
vices
. Re
sear
ch ha
s sho
wn th
at ea
rly in
terve
ning s
trateg
ies as
sist in
re
ducin
g the
numb
er of
inap
prop
riate
refer
rals
to sp
ecial
ed
ucati
on, e
spec
ially
amon
g cult
urall
y and
lingu
istica
lly di
verse
stu
dents
. In t
heir d
iscus
sion,
ED in
dicate
d tha
t eac
h Stat
e mus
t de
termi
ne w
hat s
hould
be co
nside
red “
signif
icant
dispr
opor
tiona
lity”.
ED
refer
ence
d the
ir pro
vided
guida
nce t
o sta
tes on
meth
ods f
or as
sess
ing di
spro
portio
nality
, whic
h can
be
found
at:
http
://ww
w.ide
adat
a.or
g/do
cs/D
ispro
porti
onali
ty%20
Tech
nical%
20As
sista
nce%
20Gu
ide.p
df.
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
5
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T F
SUBP
ART
G (2
) Re
quire
any L
EA id
entifi
ed un
der
para
grap
h (a)
of th
is se
ction
to re
serve
the
maxim
um am
ount
of fun
ds un
der s
ectio
n 613
(f)
of the
Act
to pr
ovide
comp
rehe
nsive
coor
dinate
d ea
rly in
terve
ning s
ervic
es to
serve
child
ren i
n the
LE
A, pa
rticula
rly, b
ut no
t exc
lusive
ly, ch
ildre
n in
those
grou
ps th
at we
re si
gnific
antly
ov
eride
ntifie
d und
er pa
ragr
aph (
a) of
this
secti
on;
and
(3)
Requ
ire th
e LEA
to pu
blicly
repo
rt on
the r
evisi
on of
polic
ies, p
racti
ces,
and
proc
edur
es de
scrib
ed un
der p
arag
raph
(b)(1
) of
this s
ectio
n. (A
uthor
ity: 2
0 U.S
.C. 1
418(
d)
Rem
oved
Se
c. 30
0.380
Gen
eral
CSPD
requ
irem
ents
.
(a
) Eac
h Stat
e sha
ll dev
elop a
nd im
pleme
nt a
comp
rehe
nsive
syste
m of
perso
nnel
deve
lopme
nt tha
t--
(1
) Is c
onsis
tent w
ith th
e pur
pose
s of th
is pa
rt an
d with
se
ction
635(
a)(8
) of th
e Act;
(2) I
s des
igned
to en
sure
an ad
equa
te su
pply
of qu
alifie
d spe
cial e
duca
tion,
regu
lar ed
ucati
on, a
nd re
lated
se
rvice
s per
sonn
el;
(3
) Mee
ts the
requ
ireme
nts of
Sec
s. 30
0.381
and
300.3
82; a
nd
(4
) Is u
pdate
d at le
ast e
very
five y
ears.
(b) A
Stat
e tha
t has
a St
ate im
prov
emen
t gra
nt ha
s met
the re
quire
ments
of pa
ragr
aph (
a) of
this
secti
on.
(Auth
ority
: 20 U
.S.C
. 141
2(a)
(14)
)
IDEA
Par
t B F
inal R
egula
tions
: A S
ide-b
y-Si
de C
ompa
rison
Ana
lysis
p. 9
6
2006
IDEA
Par
t B F
inal
Regu
latio
ns
1999
IDEA
Reg
ulat
ions
AS
HA S
umm
ary &
Impa
ct A
nalys
is SU
BPAR
T H
Sec.
300.8
00 -
300.8
18 P
resc
hool
Gra
nts f
or
Child
ren
with
Disa
bilit
ies
Pres
choo
l Gra
nts p
rogr
am p
rovis
ions
in se
para
te
1998
Fin
al Re
gulat
ions
(Par
t 301
), an
d no
t inc
lude
d in
th
e 199
9 IDE
A Pa
rt B
Fina
l reg
ulat
ions
.
No S
ubst
antiv
e Cha
nges
Part
301 h
as be
en re
move
d and
the r
egula
tions
imple
menti
ng th
e Pr
esch
ool G
rants
for c
hildr
en w
ith D
isabil
ities P
rogr
am ar
e inc
luded
unde
r Sub
part
H of
these
final
regu
lation
s.
