A student who is enrolled in a school that is part of the MSSD district and moves from one home school district to another may transfer enrollment immediately on the basis of the justification for separate school placement, current IEP and evaluation report. Such a move is considered an interim placement, not to exceed thirty (30) days, during which the new local district follows the transfer procedures outlined in Regulation III of the State Plan, Procedures for Evaluation and Determination of Eligibility, to confirm placement in the MSSD as the least restrictive educational environment for the student. The district then compiles and submits to the MSSD the Agreement for Continued Placement under the existing IEP.

The cognitive ability of the child, the functional ability of the child, and the appropriateness of a segregated placement must all be considered. Students who educationally benefit from special education and related services that can be provided by local educational agencies are not considered eligible for services through MSSD. In general, students with disabilities such as cognitive deficits falling two to three standard deviations below the mean, Speech or Language Impairments, Hearing Impaired/Deaf, Visually Impaired/Blind, Learning Disabilities, Emotional Disturbance, Other Health Impaired, Traumatic Brain Injury, or Orthopedically Impaired can receive an appropriate education when served by local educational agencies.

Students must meet the cognitive deficit requirement to be eligible, and the school district must justify that the public separate school placement proposal represents the least restrictive environment. A student, who meets the significant cognitive deficits criteria, and is accepted by MSSD must attain the age of five (5) years before they may enroll. Additionally, MSSD does not accept students who are homebound and unable to attend school at least part-time. Students may be enrolled in the MSSD until their 21st birthday.

At least once every three years, the local district shall conduct a reevaluation. Reevaluation shall be conducted in accordance with Regulation III.

The results of any reevaluations are addressed by the student's Individualized Education Program (IEP) team in reviewing and as appropriate, revising the student's IEP.  Missouri Schools for the Severely Disabled (MSSD) will be involved as IEP team members. All evaluations will be sent to MSSD.

A student should plan to spend at least one hour five days a week for each class the student is enrolled.

No.

Yes, as a parentally enrolled student. The student would not be enrolled in the school district.

No. MOCAP is a program, not a local education authority (LEA) or a school.

Yes. 161.670 (4) RSMo.

No. MOCAP is publicly funded educational/instructional program not a school district. The language of 161.670 uses the term school district when talking about entities other than MOCAP. The statutory definition of school district is not applicable to MOCAP. See 160.011(1), (5), (10), (13) and 160.021 RSMo.

Obviously, the virtual education setting is not the proper environment for an observation. However, a paper review of work produced in consultation with teachers could be helpful to the evaluation team.

If the IEP states that MOCAP is not an appropriate placement, the student would have to enroll as a parentally enrolled student.

No. For dually enrolled students the requirement to provide a Free and Appropriate Public Education (FAPE) rests with the district where the student is enrolled. MOCAP is a program intended to assist the district in providing FAPE. MOCAP has no obligation to provide FAPE to parentally enrolled students.

Yes, to the extent applicable to students with IEPs and who are enrolled in a public school district and accessing MOCAP coursework. MOCAP must provide the applicable modifications and accommodations in the curriculum to implement students’ IEPs.

The local school district prepares the IEP. If the student is not enrolled in the public school district he/she is a parentally enrolled student and an IEP is not needed.  Documentation should be e-mailed (mizzouk12mocap@missouri.edu) or faxed (573-884-9665).  Please send 5 business days to process the documents and update systems with accommodations.  Having that documentation at the beginning of the enrollments will help ensure time to process before the student is ready for an exam.

The MOCAP contractor ensures the MOCAP teachers are aware of the modifications and  require them to implement the modifications of an IEP, but the local district is responsible for developing and revising/amending the IEP.

As MOCAP is a virtual program there is no intent for it to provide services that require in person contact. Students enrolled in the district receive related services from the district. Students not enrolled in the district are parentally enrolled students who are not entitled to related services but may be able to receive some related services under the proportionate share requirement of the IDEA.

In order to understand the student’s specific needs it is sometimes helpful to receive the entire IEP, but at a minimum the district should provide the documentation that MOCAP needs to ensure the modifications and accommodations of the IEP are provided in the regular education program.

The student is not entitled to individualized special education services if enrolled in a private school or home schooled. Part-time enrollment by a parent in a private school or home school classifies the child as a private/nonpublic school student. The district where the private or home school is located has an obligation to identify the children with special needs in the district and to spend a proportionate share of the federal funding on special education for children enrolled in private schools. It is highly unlikely that an individual student will get a full range of special education services under the proportionate share requirement.

The local school district.

Yes.  If a student with a disability is enrolled in the public school district, the IEP team must determine that virtual education is appropriate for the student. A student with a disability who is not enrolled in the public district can be a full time student if the parent has determined that MOCAP is appropriate.  

Younger students are permitted to take higher level courses. When older students take elementary classes, they may not earn credit for completing elementary classes.  However, if an IEP team determines that the child needs a certain level of course work that is offered by MOCAP the IEP will be implemented as it is written.

The local district will be out of compliance if it fails to develop an IEP for a child with a disability. HOWEVER there is no requirement that the IEP team find that the virtual school is an appropriate setting. Students who are not enrolled in the local school district are parentally enrolled students participating in a public instructional program. The local school district is not required to prepare parentally enrolled students, but they may be eligible for services under the proportionate share requirements of the IDEA.