Contact Person: Kurt Mills
The purpose of Out of School Support (OSS) is to provide instructional services for students who must be temporarily confined at home or in a healthcare facility due to a medical or psychiatric illness or disciplinary action.
Best practices that were used to create these programs consist of the following:
- The goals of Out of School Support are to sustain continuity of instruction and to facilitate the student returning to school.
- Out of School Support is not intended to supplant school services and is by design temporary. Instruction should take place in the school setting to the fullest extent possible.
- Out of School Support is one of the most restrictive settings for students. A formalized process must be created to ensure that an approval process and program structure be designed in accordance with state mandates. In-school interventions should be exhausted prior its application in all cases.
- Communication between the school, the family, and the Office of Out of School Support is essential for student success.
- Flexibility is practiced to fit each case and adjusted when required according to changing circumstances.
- A supportive reentry plan must be created for all students returning to school.
- Existing technology should be implemented to the fullest extent possible. Emerging technologies should be explored and considered as appropriate for student needs and increasing efficiency of service delivery.
Virginia Department of Education Homebound Instructional Services Guidelines
Children’s Services, The Education of Sick Children, Guidance for Schools, Sefton Children’s Service
Homebound Services Under the IDEA and Section 504, An Overview of Legal Issues, LRP Publications, Hans Graff, Esq. 2008.
Access to Education for Children with Medical Needs - A Map of Best Practice, Peter Farrell and Karen Harris, University of
Manchester Access to Education, Department for Education and skills https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RB393
Department for Education and Skills, Publication 11/99 Social Inclusion: the LEA role in pupil support
The Effects of Distance Education on K-12 Student Outcomes: a Meta-Analysis, North Central Regional Educational Laboratory
The provision of services for all students is a cooperative effort for students who remain on the rolls of their schools throughout the medical or disciplinary process. “Good communication and cooperation between the home, school and Complementary Education Service is vital if good quality education is to be provided.” (Children’s Services, The Education of Sick Children, Guidance for Schools)
The program is comprised of the following two components which serve the academic needs of students who are unable to attend school.
•Homebound instruction provides academic services to students who are unable to attend school, due to illness, for periods that would prevent normal school attendance. Referrals, which include medical documentation, may be made for students who will miss a predicted minimum of 20 consecutive school days, lack the stamina to attend all core classes, or are only able to attend school intermittently due to medical conditions, treatments or relapses.
When a student who receives special education services is approved for homebound services, the Individualized Education Program (IEP) team convenes to delineate the services required to meet the student’s education needs and amends the IEP accordingly.
• Out of school support is available for students who are unable to attend school because of a principal’s suspension with a recommendation for expulsion in accordance with the FCPS Student Rights and Responsibilities. This program is comprised of three separate components described below.
•Educational support, upon referral by school, is provided to all students upon school suspension. The program is administered through the assignment of an Out of School Support Case Manager. The program is designed as a temporary support for students until the discipline process is resolved and the student is returned to a school setting. The school board voted to create this component of support to begin at the start of 2011-2012 school year.
•Home-based instruction is initiated by the 11th day of suspension for special education students who have been removed from a school setting by the division for disciplinary or other reasons. These students are referred to the program through the IEP process. The services provided are consistent with those in place for homebound students. The Hearings Office may also refer students to this program if, during the disciplinary process, they are referred to a Local Screening Committee to determine possible eligibility for special education services.
•On-Site out of school support on the grounds of Cedar Lane and Quander Road Schools may be offered in some cases as an alternative to Home-based for students in grades 7-12. On-Site Out of School Support is a new program for the 2012-2013 school year and is designed to provide a full supervised school day for eligible students. In addition to providing students instruction during this time, the program would reduce unsupervised time during the school day as a risk factor for negative behaviors. Transportation is provided to students eligible to attend this program.
Additional FCPS School Board regulations governing Homebound/home-based instruction include:
The 2013 Approved Budget for the program is $2.6 million. A link to the budget can be found on pg 119-120.