11. Funding Requirements: Requires each LEA to use funds for services for parentally-placed private school children with disabilities according to a formula.

Each LEA must spend an amount to meet its obligations to parentally-placed private school children with disabilities that is equal to a proportionate amount of Federal funds made available under the Act. Each LEA must expend the following on providing special education and related services (including direct services) to parentally-placed private school children with disabilities:

• For children aged 3 through 21, an amount that is the same proportion of the LEA's total subgrant under section 611(f) of the Act as the number of private school children with disabilities aged 3 through 21 who are enrolled by their parents in private, including religious, elementary schools and secondary schools located in the school district served by the LEA, is to the total number of children with disabilities in its jurisdiction aged 3 through 21.
• For children aged three through five, an amount that is the same proportion of the LEA's total subgrant under section 619(g) of the Act as the number of parentally-placed private school children with disabilities aged three through five who are enrolled by their parents in a private, including religious, elementary school located in the school district served by the LEA, is to the total number of children with disabilities in its jurisdiction aged three through five.

[34 CFR 300.133(a)] [20 U.S.C. 1412(a)(10)(A)(i)(I)-(II)]

**Note: This is also connected to provision # 12 in this Topic Brief. For better clarity and understanding, they should be reviewed together.

1. Why do you think it is important for the regulations to be specific in that state and local funds may supplement and not supplant the proportionate amount of federal funds for parentally-placed private school children with disabilities?



2. From your perspective, what are the benefits and drawbacks of the proportionate share provision for the LEA and private schools?



3. How might the provision to supplement and not supplant the proportionate amount of federal funds be viewed by various stakeholders in the school district regarding parentally-placed private school children with disabilities?



4. How might states/districts with voucher programs for private schools be impacted by these funding provisions?

1. What considerations need to be addressed (e.g., per pupil allotments and basic funding issues) as LEAs approach the fiscal issues for students with disabilities enrolled in private schools?



2. How might an LEA compensate financially for the new responsibility of having to provide funding for children parentally-placed in the district, and not living in the district?



3. What accountability procedures are in place or need to be in place to ensure the funds are being used to educate children? How will the funds be tracked as parents may move their child from school to school? How might the responsibility for tracking those funds be handled at the district and state levels?



4. What processes need to be in place to ensure the appropriate monitoring, disbursement, and use of funds for private school parentally-placed students with disabilities?
   
   These questions were developed by the following stakeholders working together:
   
   Role: Teacher
   Location: California
   
   Role: School Psychologist
   Location: Connecticut
   
   Role: Speech-Language Pathologist
   Location: Florida
   
   Role: Educational Consultant
   Location: Florida
   
   Role: Family Member
   Location: Georgia
   
   Role: Higher Education
   Location: Indiana
   
   Role: Administrator
   Location: Iowa
   
   Role: Teacher
   Location: Minnesota
   
   Role: Family Member
   Location: Wisconsin
   
   Role: Family Member
   Location: West Virginia