A school district may include therapeutic classrooms as part
of its district's or building's tiers of SEBH supports. A therapeutic classroom
is designed for the purpose of providing support for any student, with or
without an IEP, whose emotional, social, or behavioral needs interfere with the
student's ability to be successful in the current educational environment, with
or without supports, until the student is able to successfully return to the
student's current education environment, with or without supports, including
but not limited to the general education classroom. A placement in a
therapeutic classroom shall not be permanent or indefinite but shall be
reviewed periodically as called for in this rule. For the purpose of this
chapter, the word "classroom" is a descriptor of an educational set of services
that create the educational environment that may include but is not required to
include a separate physical setting from other students.
(1)
Continuum of
programming. Therapeutic classrooms include the therapeutic
programming students may need to support them across a range of educational
settings or learning spaces, or both, and are not necessarily standalone or
isolated classrooms. Therapeutic classroom supports are part of a district's
tiers of SEBH supports.
(2)
Therapeutic classroom requirements. For state cost
reimbursement and reporting purposes, a
therapeutic classroom shall:
a. Include the following therapeutic
components:
(1) A multidisciplinary team who
collaborates regularly to support design, implementation and decision-making
regarding therapeutic program supports including but not limited to an
individual qualified to conduct diagnostic assessments and support SEBH
programming for individuals with social-emotional concerns;
(2) Practices that enhance positive childhood
experiences;
(3) Clearly
articulated and taught behavioral expectations and routines;
(4) Regular assessment of social-emotional
competencies with targeted individualized instruction, small group
social-emotional instruction, or both;
(5) Individualized BIPs developed based on
FBAs and trauma-informed practice;
(6) Regular engagement of family to review
progress and make decisions for more or less restrictive programming;
(7) Supports for generalization and
transition to less restrictive supports/settings since a therapeutic classroom
is a temporary intervention. Supports include opportunities to practice
social-emotional skills in natural contexts with similar age/grade
peers.
b. Be operated by
and housed in the school district seeking reimbursement.
c. Have appropriately licensed and certified
teacher(s).
d. Follow program
standards for the age(s) served and the full extent of the district's
comprehensive education program, including:
(1) Preschool programs must follow preschool
program standards, as specified in 281-Chapter 16;
(2) Prekindergarten-twelfth grade programs
must follow 281-Chapter 12;
(3)
Programs that serve students with IEPs must also follow 281-Chapter
41.
e. Not solely
consist of any one of the following:
(1)
Calming room/space;
(2) Single
strategy or program without individualization;
(3) Space/location for disciplinary
action;
(4) Seclusion
room.
(3)
General education students. When general education students
are served through a
therapeutic classroom, the following must occur:
a. The therapeutic classroom must have clear
requirements for referral, admission, progress monitoring, and exit that focus
on supporting learners to return to general services,
b. Each general education student must have
an individualized BIP developed based on an FBA,
c. When a student receives therapeutic
services for 50 percent or more of the school day, a team of qualified
professionals, the teacher, and the family must review the BIP every 60 days to
consider the need for transition to more or less intensive programming,
d. If, at any point, public
agencies suspect a disability, the public agencies must request consent for a
full and individual evaluation for special education from the parent as
required by 281-Chapter 41.
(4)
Special education
students. Districts operating therapeutic classrooms that serve
learners with IEPs shall follow 281-Chapter 41, including requirements for
education in the least restrictive environment.
(5)
Consortium agreements. A
district may enter into a cost-sharing consortium agreement with one or more
school districts or area education agencies to provide therapeutic classroom
supports. Districts shall not enter into an agreement to purchase or hold seats
in a therapeutic classroom. If a district seeks cost reimbursement for
student(s) who attend a therapeutic classroom:
a. The therapeutic classroom shall be housed
within the district's boundaries;
b. The district seeking reimbursement shall
be fiscally responsible for the therapeutic classroom;
c. The district seeking reimbursement shall
be responsible for operating the therapeutic classroom.
(6)
Rule of construction. A
school district is not required to operate a therapeutic classroom; however, a
school district is required to ensure therapeutic services are available,
whether in-district or otherwise, to students who need those services to access
or benefit from an education.
