(a) As used in this chapter, “unit” or “unit of pupils” means as defined in the following schedule of numbers of pupils enrolled in schools beginning in kindergarten and through grade 12; and for children prior to entry into kindergarten who are eligible for special education services as defined in Chapter 31 of this title:
(1) Preschool Basic Special Education — 8.4
(2) K-3 Regular Education — 16.2
(3) 4-12 Regular Education — 20
(4) K-12 Basic Special Education (Basic) — 8.4
(5) Pre-K-12 Intensive Special Education (Intensive) — 6
(6) Pre-K-12 Complex Special Education (Complex) — 2.6
(b) All such units must be authorized by the Department of Education under rules and regulations promulgated by the Department. Partial unit funding is provided for all units based on the cash-in value of the unit. Only the last unit in any category may be a major fraction.
(c) In the case of kindergarten, “unit” or “unit of pupils” is defined as 32.4 pupils for half-day kindergarten and 16.2 pupils for full-day kindergarten.
(d) For funding purposes, the following conditions shall prevail for the calculations of the number of units for children with disabilities and all other children. The preschool basic special education unit shall be 1 unit for 8.4 students. The regular education unit for kindergarten through third grade unit (K-3 regular education) shall be 1 unit for 16.2 students, except as noted in subsection (c) of this section above. The regular education unit for grades 4 through 12 (4-12 regular education) shall be 1 unit for 20 students. The basic special education (basic) unit for kindergarten through 12 shall be 1 unit for 8.4 students. The intensive special education (intensive) unit for preschool through grade 12 shall be 1 unit for 6 students. The complex special education (complex) unit for preschool through grade 12 shall be 1 unit for 2.6 students. Grade 12 is defined as enrollment until receipt of a regular high school diploma or the end of the school year in which the student attains the age of 22, whichever occurs first, as defined in Chapter 31 of this title.
(1)Preschool basic special education unit. —a. A student shall be counted in the preschool basic special education unit if the student is identified as eligible for special education and related services and not counted in the intensive unit or complex unit and is:
1. Eligible for special education and related services from birth; or
2. At least 3 years of age; or
3. Eligible as described in the Memorandum of Understanding on Early Childhood Transition with the Department of Health and Social Services; or
4. Not yet entered kindergarten.
b. The following provisions shall apply to the preschool basic special education unit:
1. Partial unit funding is provided for between 1 and 8.4 students based on the cash-in value of the unit.
2. The cash-in value of the unit is tied to the teacher state salary schedule at the master’s level plus 10 years of experience as defined in § 1305(a) of this title.
3. The units include Divisions II and III.
4. Districts must use all funds generated by preschool basic special education unit to support services for the students counted in the preschool basic special education unit. Districts are not limited to using the funds to employ teachers only. The funds may be used to hire preschool special education teachers, paraprofessionals, and speech and language pathologists, or other related services personnel as determined at the local level. The units may also be used to secure contractual services per requirements for the contractual option described in Chapter 13 of this title.
5. Districts may use tuition to pay for the local share and excess costs of special education and related services.
6. The units are considered teacher/instructional units for purposes of other unit counts.
7. A student is not required to receive a minimum number of hours in special education instruction to count in the preschool unit.
(2)K-3 regular education unit. —a. A student shall be counted in the K-3 regular education unit if the student is enrolled in kindergarten through grade 3 and not counted in the basic unit, intensive unit or complex unit described later in this section.
b. The following provisions shall apply to the K-3 regular education unit:
1. Partial unit funding is provided for between 1 and 16.2 students based on the cash-in value of the unit.
2. The cash-in value of the unit is tied to the teacher state salary schedule at the master’s level plus 10 years of experience as defined in § 1305(a) of this title.
3. The units include Divisions II and III.
4. The units are covered under the 98% rule as defined in § 1704(4) of this title and returned to the buildings that generate them.
5. At least 20% of teachers at the K-3 building level must be certified in the area of special education. The units are considered teacher/instructional units for purposes of other unit counts.
(3)4-12 regular education unit. —a. A student shall be counted in the grades 4-12 unit if the student is enrolled in grades 4 through 12 and not identified as eligible for special education and related services.
1. Partial unit funding is provided for between 1 and 20 students based on the cash-in value of the unit.
2. The cash-in value of the unit is tied to the teacher state salary schedule at the master’s level plus 10 years of experience as defined in § 1305(a) of this title.
3. The units include Divisions II and III.
4. The units are covered under the 98% rule as defined in § 1704(4) of this title and returned to the buildings that generate them.
5. The units are considered teacher/instructional units for purposes of other unit counts.
(4)K-12 basic special education (basic). —a. A student shall be counted in the basic unit if the student is enrolled in kindergarten through grade 12; and identified as eligible for special education and related services; and not counted in the intensive unit under paragraph (d)(5) of this section or the complex unit under paragraph (d)(6) of this section.
b. The following provisions shall apply to the K-12 basic special education (“basic”) unit:
1. Partial unit funding is provided for between 1 and 8.4 students based on the cash-in value of the unit.
2. The cash-in value of the unit is tied to the teacher state salary schedule at the master’s level plus 10 years of experience as defined in § 1305(a) of this title.
3. The units include Divisions II and III.
4. The units are covered under the 98% rule as defined in § 1704(4) of this title and returned to the buildings that generate them.
5. A student is not required to receive a minimum number of hours of instruction to count as a student in the basic unit.
6. The units are considered teacher/instructional units for purposes of other unit counts.
7. All units generated by special education students are to be used for professional staff to support students with disabilities, to include special education teachers, school psychologists, speech/language pathologists, reading specialists, educational diagnosticians, counselors, class aides and social workers.
8. Districts are authorized to use up to 5% of the units for para-professionals or to cash them in for related services.
(5)Pre-K-12 intensive special education (intensive). —a. A student shall be counted in the intensive unit if the student is:
1. Enrolled in preschool through grade 12; and
2. Identified as a student eligible for special education; and
3. In need of a moderate level of instructional, behavioral, personal support, or health support characterized individually or in combination by the following:
A. Need for adult-student ratio of 1:3 to 1:8 for a substantial portion of educational program;
B. Need for staff support for mid-range or moderate-use assistive technology;
C. Need for some extended school year or relatively frequent but intermittent out-of-school (e.g., hospital; homebound) services;
D. Need for moderate level of related services, including interpreter, therapy, and school nurse and health services;
E. Need for nonroutine or frequent accommodations or adaptations to curriculum or educational environment; and
F. Such additional criteria as may be adopted by the Department with the approval of the State Board of Education through regulation.
b. The following provisions shall apply to the pre-K-12 intensive special education (“intensive”) unit:
1. Partial unit funding is provided for between 1 and 6 students based on the cash-in value of the unit.
2. The cash-in value of the unit is tied to the teacher state salary schedule at the master’s level plus 10 years of experience as defined in § 1305(a) of this title.
3. The units include Divisions II and III.
4. 100% of the units must support the students that generate them.
5. The student is not required to receive a minimum number of hours of special education instruction to count as a student in the intensive unit.
6. The units are considered teacher/instructional units for purposes of other unit counts.
7. Units generated by special education students are to be used for professional staff to support students with disabilities, to include special education teachers, school psychologists, speech/language pathologists, reading specialists, educational diagnosticians, counselors, class aides and social workers.
8. Units may also be used to cash-in for other related services.
9. Districts may use tuition to pay for the local share and excess costs of the program.
(6)Pre-K-12 complex special education (complex). —a. A student shall be counted in the complex unit if the student is:
1. Enrolled in preschool through grade 12; and
2. Identified as a student eligible for special education; and
3. In need of a high level of instructional, behavioral, personal, or health support characterized individually or in combination by the following:
A. Need for adult-student ratio of 1:1 to 1:2 for a substantial portion of educational program;
B. Need for staff support for high-tech or extensive-use assistive technology which may include both high and low technology items;
C. Need for extensive extended school year or relatively frequent but intermittent out-of-school (e.g., hospital; homebound) services;
D. Need for extensive level of related services, including interpreter, therapy, and school nurse and health services;
E. Need for extraordinary or extensive accommodations or adaptations to curriculum or educational environment; and
F. Such additional criteria as may be adopted by the Department with the approval of the State Board of Education through regulation.
b. The following provisions shall apply for the pre-K-12 complex special education (“complex”) unit:
1. Partial unit funding is provided for between 1 and 2.6 students based on the cash-in value of the unit.
2. The cash-in value of the unit is tied to the teacher state salary schedule at the master’s level plus 10 years of experience as defined in § 1305(a) of this title.
3. The units include Divisions II and III.
4. One hundred percent of the units must support the students that generate them.
5. The student is not required to receive a minimum number of hours of special education instruction to count in the complex unit.
6. The units are considered teacher/instructional units for purposes of their unit counts.
7. Units generated by special education students are to be used for professional staff to support students with disabilities, to include special education teachers, school psychologists, speech/language pathologists, reading specialists, educational diagnosticians, counselors, class aides and social workers.
8. Units may also be used to cash-in for other related services.
9. Districts may use tuition to pay for the local share and excess costs of the program.
(7) Counting students in preschool, basic, intensive, or complex shall be based on the Individual Education Program (IEP) and according to rules and rubrics described in Department of Education regulations.
(8) At the completion of the IEP meeting, the team will discuss and review the needs based funding unit and assure in writing that adequate resources are available to implement the IEP.
(9) The Department shall request any financial reports or other information it deems necessary from districts and charter schools to ensure the appropriate use of all units earned. Districts and charters schools shall be required to provide reports and information as requested by the Department.
(e) Programs shall be conducted on a 12-month schedule for children who are identified with severe mental disability, trainable mental disability, autism, traumatic brain injury, visual impairments including blindness, deaf-blindness or orthopedic disability, limited to cerebral palsy, muscular dystrophy, spina bifida, juvenile rheumatoid arthritis, amputation, arthrogryposis, or contractures caused by fractures or burns. Such programs shall not exceed 1282 hours of school attendance and 222 teacher days in length except that in the case of programs for children identified with autism a school district may extend school attendance to 1,426 hours, and in the case of the Division of Visually Impaired teachers, who will work no more than 226 days. Enrollment of pupils beyond 180 days per year in any such program will be on a voluntary basis upon application by the parent, guardian or other person legally responsible for the enrollee. The state share of the salary paid to teachers for the number of units authorized in accordance with the rules and regulations of the Department of Education during the eleventh and twelfth months shall be at the rate of number of days employed multiplied by the daily rate defined in subsection (j) of this section of the particular teacher’s entitlement for a regular school year.
(f) The state share for programs conducted on a 12-month schedule for children identified in subsection (e) of this section shall be calculated based on 100% of complex units and 30% of intensive units earned. The state share of the salary paid to teachers for the number of units authorized in accordance with the rules and regulations of the Department of Education during the eleventh and twelfth months shall be at the rate of the number of days employed multiplied by the daily rate defined in subsection (j) of this section of the particular teacher’s entitlement for a regular school year. The calculation using the count of complex and intensive units does not establish a categorical right to 12-month programs for students who are counted in those units. The calculation of 100% of complex and 30% of intensive units is used to establish the state share provided in support of 12-month programs as described in subsection (e) of this section. The determination of eligibility for extended school year services is determined by IEP teams in conformity with applicable federal and state laws and regulations independent of 12-month program eligibility of students identified in subsection (e) of this section.
(g) An occupational-vocational unit for financing purposes shall mean 27,000 pupil minutes per week; provided, however, units shall be counted on the basis of 1 unit for each 30 students for students enrolled in the New Castle County Vocational-Technical School District, the Kent County Vocational-Technical School District and the Sussex County Vocational-Technical School District. Computation of 27,000 pupil minutes per week shall be in accordance with the rules and regulations established by the Department of Education.
(h) Notwithstanding the fact that such pupils have been counted in regular units of pupils, grades 7 to 12, inclusive, in the same or another school district, pupils who are enrolled in a vocational or occupational education program which has been approved annually by the Department of Education and which is conducted by any public school district shall also be counted for entitlement to vocational units.
(i) Pupils having been counted in the occupational-vocational units of pupils shall be deducted from the regular unit entitlement of a comprehensive high school according to the following formula:
Occupational-vocational units x .5 = deductible units
(j) Effective for fiscal year beginning July 1, 2001, each public high school may hire an occupational-vocational teacher for an additional 15 days for participation in program development and oversight of summer vocational-occupational cooperative programs. Commencing in FY 2002, these teachers shall be entitled to payment of the state share of salaries at the rate of1/188of their entitlement for a full school year multiplied by the number of days employed.
(k) In the case of children at the pre-kindergarten ages who are partially deaf or hard of hearing, programs of instruction may be prepared, according to rules and regulations of the Department of Education with the approval of the State Board of Education as authorized in § 203 of this title, that will provide special education and training for these children and their parents. The minimum age described in § 3101 of this title shall not be applicable to children served under this section. Units so established shall be based upon statewide needs. Time spent with each child each week may approximate the time devoted to kindergarten programs.
(l) In the case of children, infant through the end of the school year in which the child with a disability turns 22, or the receipt of a regular high school diploma, whichever occurs first, who are identified with autism, programs of instruction may be prepared, according to rules and regulations of the Department of Education with the approval of the State Board of Education as authorized in § 203 of this title, that will provide special education and training. Programs for children of the pre-kindergarten ages may include the parents of those children. The minimum age described in § 3101 of this title shall not be applicable to children served under this subsection. Enrollment of children with disabilities in programs other than those administered in the district of residence may occur with the mutual agreement of the district of residence and the district administering the specialized program. The district which accepts and enrolls the child may count that child for unit count purposes and the enrollee shall not be counted in any other school district. The district where the child is enrolled may count that child for the purposes of related services units or any other administrative unit such as director or principal.
(m) In the case of children, infant through the end of the school year in which the child with a disability turns 22 or the receipt of a regular high school diploma, whichever occurs first, who are identified as deaf-blind, programs of instruction may be prepared, according to rules and regulations of the Department of Education with the approval of the State Board of Education. Programs for children of the pre-kindergarten ages may include the parents of those children. The minimum age described in § 3101 of this title shall not be applicable to children served under this subsection.
(n) (1) The Interagency Resource Management Committee (IRMC) shall have administrative responsibility for establishing a comprehensive and coordinated early childhood system. The IRMC shall be composed of the following members (or their designee with full voting powers):
a. The Lieutenant Governor, who shall be the chairperson of the IRMC.
b. Secretary of the Department of Health and Social Services.
c. Secretary of the Department of Services for Children, Youth and Their Families.
d. Secretary of the Department of Education.
e. Director of the Office of Management and Budget.
f. Controller General.
g. The Chair of the Early Childhood Council (ECC).
h. One member of House of Representatives, appointed by the Speaker of the House, as a nonvoting member.
i. One member of the Senate, appointed by the President Pro Tempore, as a nonvoting member.
j. The Chair of the IRMC Extended Learning Opportunities Subcommittee as a nonvoting member.
(2) An affirmative vote of a majority of all voting members shall be required to take action.
(3) The IRMC shall promote interagency collaboration in the delivery of early childhood services to young children and their families including young children with disabilities. The IRMC will work to support and coordinate the implementation of the recommendations of the State early childhood plan that aligns strategy and resources across state agencies. Additionally, the IRMC will support and coordinate the functions and responsibilities of the ECC. To accomplish these goals, the IRMC shall do the following:
a. Advise and make recommendations on the allocation of all funds provided by the State, obtained by it, or under its control, which are designated for children eligible for services under this subsection and Chapter 30, Title 14.
b. Coordinate resources, federal and state and public and private, to support family-centered services for eligible children and their families, as appropriate.
c. Seek to develop collaborative approaches with the institutions of higher education for children eligible for services under this subsection. Special emphasis shall be placed on the use of existing preschool educator training and child care provider training programs.
d. Coordinate planning, policy, program and funding to establish a comprehensive and coordinated early childhood system.
(4) The IRMC may, at its discretion, apply for and allocate grant funds. Sources of such grant funds may include, but not be limited, to the federal Childcare Block Grant, Developmental Disabilities Council, federal Child and Maternal Health Grant, federal U.S.C. Title 20, and federal Head Start, where appropriate.
(5) The IRMC shall report to the Governor, President Pro Tempore of the Senate, and the Speaker of the House on April 15 of each fiscal year. Each report shall include:
a. A summary of IRMC experience in attempting to accomplish its purposes as stated above; and
b. A recommendation of the IRMC whether and how to institutionalize its activities and functions.
(6) The Director of the Office of Management and Budget and the Controller General are hereby authorized to transfer additional funds serving this population among the budgets of the departments represented on the IRMC if there is prior agreement by the Secretary of the department, as the case may be, to which the funds were previously allocated.
(7) For the purpose of facilitating the continuation of services, programs receiving an allocation under the provisions of this section may receive 20% of the prior year’s allocation at the outset of each fiscal year. These programs are required to present program proposals to the IRMC as required by the IRMC. Upon IRMC approval, adjustments to the program allocations may be made.
(8) The IRMC shall be staffed by Early Childhood Support team in the Department of Education, assisted by the Office of the Lieutenant Governor, and shall include at least 2 education specialists and a clerical support position. Funding shall be provided by the Department of Health and Social Services and the Department of Services for Children, Youth and Their Families by no later than July of each fiscal year to support the operational costs associated with 1 education specialist and clerical support positions. Funds allocated in this section are to be used to support the work of the Early Childhood Support team and to continue the interagency coordination process for Delaware’s early childhood programs.
(9) The IRMC may create working groups in accordance with the recommendation of the members.
(o) Funds appropriated for the purpose of funding the units of pupils under subsections (d), (e), (f) and (k) of this section shall not be expended for any other purpose.