(a) Teacher–pupil ratio.

1. (1)

   1. (A) Each school-based day treatment classroom will maintain a staff-to-student ratio of 1:3.
   2. (B) No classroom shall exceed nine (9) students per classroom, which requires a ratio of three (3) adults to nine (9) students.
   3. (C) The 1:3 classroom shall utilize, at a minimum, the services of one (1) full-time teacher and one (1) full-time paraprofessional.
   4. (D) In the day treatment model, additional staffing would include a full-time mental health paraprofessional.

2. (2) Each 1:3 class will be staffed by a certified/licensed bachelor’s-level or master’s-level instructor with evidence of competency in areas that include, but are not limited to:

   1. (A) Knowledge of child and/or adolescent development;
   2. (B) Ability to diffuse critical situations;
   3. (C) Ability to design and implement positive behavioral support plans;
   4. (D) Ability to maintain cooperative relationship with coworkers as well as other agencies; and
   5. (E) Ability to design and provide educational instruction.

(c) Instructional program.

1. (1)

   1. (A) The instructional program should be designed to address a student's social, psychological, educational, and vocational needs.
   2. (B) Important aspects of the instructional program include, at a minimum:

(i) A curriculum that accommodates students according to their needs;

1. (ii) Appropriate sequences of activities designed to facilitate learning;

   1. (iii) An environment that provides positive behavioral supports; and

      1. (iv) The provision of a social skills component.
   2. (C) A close relationship between the instructional program and the clinical program is demonstrated through the integration of clinical treatment into the student's instructional day.

2. (2)

   1. (A) Interventions and goals will vary according to the ages and needs of the students.
   2. (B) The program should be designed to enable these students to experience success in academic and social endeavors.
   3. (C) The degree to which each student will participate in the general education program will be determined by the treatment team/IEP team.

   4. (D) Participation in the mainstream will assist students in maintaining ties to the general school program/community and facilitate interaction/integration.

      1. (d) Roles and responsibilities.

3. (1) Teacher/instructor.

   1. (A) The certified/licensed instructor will serve as a member of the treatment team for designated students.
   2. (B) The certified/licensed instructor will serve as the primary source of direct instruction to designated students.

   3. (C)

      1. (i) The certified/licensed instructor will develop the instructional plan for each student.
      2. (ii) For students with disabilities determined eligible under the Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq., this will include the formal review and/or revision of the IEPs.
      3. (iii) Instructional plans of students not eligible under the Individuals with Disabilities Education Act, but who are determined eligible for this program in accordance with DSM-IV-R criteria, must be reviewed and revised on a schedule similar to that used in the review and revision of IEPs.

   4. (D)

      1. (i) The certified/licensed instructor will be responsible for all assignments and tests, grade all material, and issue all grades to the students.
      2. (ii) At a minimum, grades will be issued each nine (9) weeks.
      3. (iii) Progress notes will be maintained consistent with administrative policy.
   5. (E) The certified/licensed instructor, as well as staff she or he supervises as part of the treatment team, will assist in the design and implementation of positive behavioral supports for each student.
   6. (F) The certified/licensed instructor will directly supervise paraprofessionals, tutors, and/or volunteers who are assigned to the instructor.

4. (2) Paraprofessional.

   1. (A) The paraprofessional will implement activities to reinforce instruction for designated students, as determined by the certified/licensed instructor.
   2. (B) The paraprofessional, under the direction of the certified/licensed instructor, will implement positive behavioral supports for designated students.
   3. (C) The paraprofessional may assist the certified/licensed instructor in data collection and maintenance.
   4. (D) The paraprofessional, under the direction of the certified/licensed instructor, may assist in grading and/or checking student work.
   5. (E) The paraprofessional must be appropriately trained and supervised in accordance with Department of Education policy and guidelines.

(e) Case management or targeted case management.

1. (1) Personnel responsible for case management shall ensure that:

   1. (A) Students receive services needed;
   2. (B) All assessments are coordinated;
   3. (C) Plans are based on these assessments and executed by brokering necessary services;
   4. (D) Adequacy of services is reviewed through student progress; and
   5. (E) Cooperation among agencies providing services is achieved.
2. (2) Providers of targeted case management services must meet requirements established by the Arkansas Medicaid Program to qualify for Medicaid reimbursement.

(f) Counseling/therapy.

1. (1) The need for individual and/or group therapy shall be determined by the treatment team and provided by a mental health professional.
2. (2) For students identified as eligible for services under the Individuals with Disabilities Education Act, any therapies addressing individual and/or family needs will be considered a component of the school-based day treatment program and not a related service.
3. (3) Family therapy based on family needs and issues will be offered to the student and his or her family.
4. (4) The treatment team will determine the frequency and intensity of sessions.

(h) Coordination with educational services. Treatment personnel will be systematically included in classroom activities for program integration.

1. (i) Parental/family involvement.

2. (1)

   1. (A) Consistent with special education regulations, parents must have the opportunity to participate in the development and implementation of their child’s educational program.
   2. (B) In addition, mental health standards provide that family needs and strengths should be considered as services are developed and provided for students with emotional problems.
   3. (C) Moreover, research has shown that working with the family can positively impact the student’s in-school behavior.
   4. (D) Maximum parental and family involvement, therefore, must be a goal of day treatment.
   5. (E) Each program should convey that family participation is both desired and expected.
3. (2) Family involvement is promoted through setting clear expectations for such involvement during the intake process and during conferences in which the treatment plan and the educational program are updated.

4. (3) Additional opportunities for family involvement may include:

   1. (A) Family counseling;
   2. (B) Parent training; and
   3. (C) Family support groups.
5. (4) In-home counseling and contact through case managers may be used to ensure family participation.

(j) Planning and implementation team.

1. (1) A planning and implementation team representing all participating agencies must be formed at the local level to develop and implement the school-based day treatment program.

2. (2) Responsibilities of the team include, but are not limited to:

   1. (A) Providing staff with appropriate credentials;
   2. (B) Locating the building site for the program;
   3. (C) Applying for grants and other financial assistance;
   4. (D) Designing the program, including the referral process;
   5. (E) Developing a general definition of the roles and responsibilities of each participating agency;
   6. (F) Developing and implementing an ongoing professional development program for school-based day treatment staff and other staff members at the building site where the program is located; and
   7. (G) Evaluating the effectiveness of the day treatment program.

3. (3) Team members may be selected from the following:

   1. (A) Local school district:

      1. (i) Superintendent;
      2. (ii) Special education supervisor;
      3. (iii) Director of Finance;
      4. (iv) School social worker or counselor;
      5. (v) Educational examiner;
      6. (vi) School nurse;
      7. (vii) Early childhood coordinator;
      8. (viii) Transition specialist;
      9. (ix) School psychologist;
      10. (x) Psychological examiner; and
      11. (xi) School psychology specialist;

   2. (B) Local mental health:

      1. (i) Director;
      2. (ii) Program director;
      3. (iii) Psychiatrist;
      4. (iv) Clinical director;
      5. (v) Psychologist;
      6. (vi) Licensed professional counselor;
      7. (vii) Licensed social worker;
      8. (viii) Psychological examiner; and
      9. (ix) Psychiatric nurse;

   3. (C) Department of Human Services:

      1. (i) Division of Children and Family Services representative;
      2. (ii) County administrator or representative;
      3. (iii) Division of Developmental Disabilities Services field counselor;
      4. (iv) Division of Aging, Adult, and Behavioral Health Services of the Department of Human Services representative (state level); and
      5. (v) Division of Aging, Adult, and Behavioral Health Services of the Department of Human Services representative; and

   4. (D) Department of Education:

      1. (i) Area special education supervisor (planning only); and
      2. (ii) Area behavior intervention consultant.

(k) Community resources. City and county officials who may be considered as possible resources to assist the school-based day treatment program staff with funding, provision of related services, transportation, materials, volunteers, community public relations, and awareness are:

1. (1) Mayor;
2. (2) City manager;
3. (3) Director of Parks and Recreation;
4. (4) Law enforcement officials;
5. (5) Youth services provider;
6. (6) Youth shelter director; and
7. (7) Juvenile justice representative.