Targeted Behavioral Intervention Series
Top 10 Need to Know for New Directors Heidi Hata, Program Specialist Katelyn James, Program Specialist
Who Are you?
WHO ARE YOU? Let’s Introduce Ourselves
NAME
SCHOOL CMO
Number of Years as a Director
The relationship between the SELPA and YOU
+
+
Top 10 Questions a New Director Might be Asking Themselves (and doesn’t want anyone to know) 10. Continuum of Support/LRE: “ We are a small charter school of choice, how do we consider the full continuum?” 9.
Staffing: “Who can I hire and where can I find them?”
8.
Curriculum: (UDL, Accommodations vs. Modification) “Finally! Some clarification…should I know this already?”
7.
ERMHS: “Will this be discussed at every Steering Meeting?”
6.
Educational Benefit: “Who is Ed and why does he always benefit?”
5.
Discipline for IEP students: “What do you mean it’s part of a disability?”
4.
Prior Written Notice: “Why do I keep hearing about this and when do I write one?”
3.
Compliance: “What is dispro, DINC and PIR and how do I stay out of them?” Program & Business: “Can’t we just all get along?”
2. 1.
Resources: “Where does my program specialist find all of these amazing tools and how do I access them?”
10. Continuum of Support Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily. [20 United States Code (U.S.C.) Sec. 1412(a)(5)(A); 34 Code of Federal Regulations (C.F.R.) Sec. 300.114.]
Least Restrictive Environment
9. Staffing District Level SEIS User
Do you know who is responsible?
Teacher Level SEIS User (Case Manager)
Related Services (Speech, OT, ERMHS, BIS, PT, APE)
Completion of Fiscal Report
CEO Council Attendance
Community Advisory Committee (CAC) Representative
Completion of Personnel Data Report
Steering Committee Attendance
Child Find
Administrative Designee for IEP Meetings
Submission of ERMHS Budget Plan & Requests
Staffing Hire Directly
Contract
Sharing
Options for Service Providers • Service provider is an employee of the LEA
• Contract with a CDE Approve Nonpublic Agency/School*
• “Share” by establishing a Memo of Understanding with another LEA to utilize their employee
*Educational Specialist for SAI is not provided by NPA
8. Curriculum
Curriculum
Universal Design for Learning
Principle I – Provide Multiple Means of Engagement
Principle 2 – Provide Multiple Means of Expression
Principle 3 – Provide Multiple Means of Representation
Curriculum
Universal Design for Learning
https://www.youtube.com/watch?v=bDvKnY0g 6e4
Curriculum
Adaptations
Accommodations
Modifications
Does not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Does fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.
Changes are made to provide student meaningful and productive learning experiences based on individual needs and abilities.
Grading is the same.
Grading is different.
Curriculum Individualized Instructional Planning • Common Core State Standards (CCSS) • LEA Curriculum • Specialized Academic Instruction
Grid of Nine
7. Educationally Related Mental Health Services AB 114 in accordance with IDEA mandates that school districts are solely responsible for ensuring that students with disabilities receive special education and educationally related mental health services to meet their need.
Federal Law Related Services:
California Law Related Services: Psychological Services
Psychological Services Social Work Services
Social Work Services Counseling & Guidance Services Individual Counseling
Counseling Services
Parent Counseling & Training
ERMHS When a student exhibits maladaptive or atypical behaviors.
When a parent/doctor provides information that a student has a mental health disorder.
When should an ERMHS Assessment take place?
When a student has a significant change in behaviors that negatively impact educational performance.
Whenever additional services or a change of placement are being considered due to mental health issues (no prior ERMHS in place).
Note: This is not an exhaustive list of situations in which an ERMHS Assessment should be conducted, just illustrative examples.
x
525
515
510
x x x x
520
x x
x x x x
x x x x
x x x x x
Health & Nursing Services Credential
x x
x x x x
Special Education Instruction Credential
Licensed Professional Clinical Counselor
x
School Counselor (PPS)
x
Licensed Clinical Social Worker (LCSW)
Licensed Psychologist
530
Marriage & Family Therapist (MFT)
School Psychologist (PPS)
Parent Counseling & Training
Educational Psychologist
Psychological Services* Social Work Services Counseling & Guidance Individual Counseling CASEMIS Code
ERMHS Who can provide services?
x x
ERMHS Funding
Description Special Education Eligibility Allocation Formula
Level 2
Level 3 Site-Based
Level 3 NPS
Level 3 NPS-Residential
IEP Based ERMHS Services
Structured Therapeutic ERMHS Program
ERMHS in NPS
Room and Board for ERMHS Services
Any Eligibility
ED
ED
ED
80% of the lesser of: ($3,300 per SEIS Service) or ($250 per ADA) or (Budget Request)
80% of ERMHS Allowed Cost
90% of ERMHS Allowed Cost
100% of Allowed Cost
ERMHS Funding
Important Dates
NOVEMBER 1st
JANUARY 16th
Annual Mental Health Plan filed Level 2 budget filed Level 3 site-based budget filed
Level 3 NPS/Residential budget filed 30 days after placement
6. Educational Benefit An IEP must be reasonably calculated to enable a child to The Supreme courtbenefits.” held that an must Court be receive “educational TheIEP Supreme added that a child must receive “some educational “reasonably calculated to enable a child to make benefit” sufficient to provide “access” education that Is progress appropriate in light of thetochild’s “meaningful.”
circumstances.”
Endrew F. vs. Douglas City School District (2017) Bd. of Educ. of Hendrick Hudson Cent. Sch. Dist. v. Rowley (1982)
6. Educational Benefit Educational Benefit: It is evidenced that the IEP has been written and completed with an effort for a child to benefit (access and make progress (Free Appropriate Public Education) from their education in the Least Restrictive Environment.
Educational Benefit
How is it determined?
Builds upon previous IEP
IEP is adjusted if no progress or more progress than expected
Used Used to to develop develop next next IEP IEP
5. Discipline
Suspensions
Disciplinary Removals Less than 10 Days A LEA/district may remove a student with a disability who violates a code of student conduct from his/her current placement to an appropriate interim alternative educational setting, another setting or suspension, as long as the removal does not constitute a change of placement (34 CFR 300.536).
Removal Appropriately participate in the general curriculum; Receive the services specified on the student’s IEP; and Participate with nondisabled peers to the same extent.
Change of Placement
•The removal is for more than 10 consecutive school days; or the child has been subjected to a series of removals that constitute a pattern due to a series of removals total more than 10 school days in a school year.
Manifestation Determination
4. Prior Written Notice
What is PWN?
A vital component of procedural safeguards that LEAs make available to students with disabilities and their parents. Providing timely PWN allows a clear record of: • Decisions that have been made by the LEA but not yet acted upon • The basis for those decisions • Actions that will or will not be taken
Prior Written Notice
When is PWN provided to a parent?
Whenever an LEA proposes or refuses to: 1. Initiate or change identification of a student
2. Initiate or change evaluation of a student
3. Initiate of change educational placement of a student
4. Initiate or change provision of Free and Appropriate Education (FAPE) of a student 34 C.F.R. § 300.503(a).
Prior Written Notice Required Circumstances Educational Placement
Provision of FAPE
Initial placement
Increase/decrease in services
Change in LRE
Removal of related service
Exiting Special Education
Change in goals
Graduation with Diploma
Change in statewide assessment participation
Discipline (at 10 days or IAES)
Revoked consent
3. Compliance
Disproportionality, DINC, & PIR
Disproportionality • Indicator 4B: Suspension and Expulsion • Indicator 5: Least Restrictive Environment • Indicator 9: Disproportionality Overall • Indicator 10: Disproportionality by Disability
Data Identified Noncompliant (DINC)
• Indicator 11: 60-day timeline • Indicator 12 b-c: Transition (Pre-school) • Indicators 13: Secondary Transition Elements • Annual IEP Timelines • Triennial IEP Timelines
Performance Indicator Review (PIR) • Indicator 1: Graduation • Indicator 2: Dropout • Indicator 3: Statewide Assessments • Indicator4a: Suspension Overall • Indicator 5a-c: LRE • Indicator 8: Parent Involvement • Indicator 14: Post School Outcomes
2. Program and Business
Business
Expenditure Reporting
Program
Master Contracts
Maintenance of Effort
ERMHS
Program and Business Workshops & Meetings
Program & Business CASEMIS Codes Activity
Base Rate of funding (Special Education funds) are determined by CBEDS data and ADA. Underline all codes that you believe correspond with ERMHS funding. Circle all codes that you believe correspond with Low Incidence funding.
1. Resources Procedural Guide
http://goo.gl/78rqei Our Procedural Guide offers guidance on procedures in special education.
Professional Development
Online Learning Center
https://goo.gl/gLhMLy
http://goo.gl/oRWo5R
We offer a number of professional development opportunities.
Access all of our archived trainings.
PROCEDURAL GUIDE
Charter SELPA Procedural Guide http://goo.gl/ab2h0a
QUESTIONS?
Who Are you?
WHO ARE YOU? Let’s Introduce Ourselves
NAME
SCHOOL CMO
Number of Years as a Director
The relationship between the SELPA and YOU
+
+
Top 10 Questions a New Director Might be Asking Themselves (and doesn’t want anyone to know) 10. Continuum of Support/LRE: “ We are a small charter school of choice, how do we consider the full continuum?” 9.
Staffing: “Who can I hire and where can I find them?”
8.
Curriculum: (UDL, Accommodations vs. Modification) “Finally! Some clarification…should I know this already?”
7.
ERMHS: “Will this be discussed at every Steering Meeting?”
6.
Educational Benefit: “Who is Ed and why does he always benefit?”
5.
Discipline for IEP students: “What do you mean it’s part of a disability?”
4.
Prior Written Notice: “Why do I keep hearing about this and when do I write one?”
3.
Compliance: “What is dispro, DINC and PIR and how do I stay out of them?” Program & Business: “Can’t we just all get along?”
2. 1.
Resources: “Where does my program specialist find all of these amazing tools and how do I access them?”
10. Continuum of Support Least Restrictive Environment (LRE) is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily. [20 United States Code (U.S.C.) Sec. 1412(a)(5)(A); 34 Code of Federal Regulations (C.F.R.) Sec. 300.114.]
Least Restrictive Environment
9. Staffing District Level SEIS User
Do you know who is responsible?
Teacher Level SEIS User (Case Manager)
Related Services (Speech, OT, ERMHS, BIS, PT, APE)
Completion of Fiscal Report
CEO Council Attendance
Community Advisory Committee (CAC) Representative
Completion of Personnel Data Report
Steering Committee Attendance
Child Find
Administrative Designee for IEP Meetings
Submission of ERMHS Budget Plan & Requests
Staffing Hire Directly
Contract
Sharing
Options for Service Providers • Service provider is an employee of the LEA
• Contract with a CDE Approve Nonpublic Agency/School*
• “Share” by establishing a Memo of Understanding with another LEA to utilize their employee
*Educational Specialist for SAI is not provided by NPA
8. Curriculum
Curriculum
Universal Design for Learning
Principle I – Provide Multiple Means of Engagement
Principle 2 – Provide Multiple Means of Expression
Principle 3 – Provide Multiple Means of Representation
Curriculum
Universal Design for Learning
https://www.youtube.com/watch?v=bDvKnY0g 6e4
Curriculum
Adaptations
Accommodations
Modifications
Does not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Does fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.
Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.
Changes are made to provide student meaningful and productive learning experiences based on individual needs and abilities.
Grading is the same.
Grading is different.
Curriculum Individualized Instructional Planning • Common Core State Standards (CCSS) • LEA Curriculum • Specialized Academic Instruction
Grid of Nine
7. Educationally Related Mental Health Services AB 114 in accordance with IDEA mandates that school districts are solely responsible for ensuring that students with disabilities receive special education and educationally related mental health services to meet their need.
Federal Law Related Services:
California Law Related Services: Psychological Services
Psychological Services Social Work Services
Social Work Services Counseling & Guidance Services Individual Counseling
Counseling Services
Parent Counseling & Training
ERMHS When a student exhibits maladaptive or atypical behaviors.
When a parent/doctor provides information that a student has a mental health disorder.
When should an ERMHS Assessment take place?
When a student has a significant change in behaviors that negatively impact educational performance.
Whenever additional services or a change of placement are being considered due to mental health issues (no prior ERMHS in place).
Note: This is not an exhaustive list of situations in which an ERMHS Assessment should be conducted, just illustrative examples.
x
525
515
510
x x x x
520
x x
x x x x
x x x x
x x x x x
Health & Nursing Services Credential
x x
x x x x
Special Education Instruction Credential
Licensed Professional Clinical Counselor
x
School Counselor (PPS)
x
Licensed Clinical Social Worker (LCSW)
Licensed Psychologist
530
Marriage & Family Therapist (MFT)
School Psychologist (PPS)
Parent Counseling & Training
Educational Psychologist
Psychological Services* Social Work Services Counseling & Guidance Individual Counseling CASEMIS Code
ERMHS Who can provide services?
x x
ERMHS Funding
Description Special Education Eligibility Allocation Formula
Level 2
Level 3 Site-Based
Level 3 NPS
Level 3 NPS-Residential
IEP Based ERMHS Services
Structured Therapeutic ERMHS Program
ERMHS in NPS
Room and Board for ERMHS Services
Any Eligibility
ED
ED
ED
80% of the lesser of: ($3,300 per SEIS Service) or ($250 per ADA) or (Budget Request)
80% of ERMHS Allowed Cost
90% of ERMHS Allowed Cost
100% of Allowed Cost
ERMHS Funding
Important Dates
NOVEMBER 1st
JANUARY 16th
Annual Mental Health Plan filed Level 2 budget filed Level 3 site-based budget filed
Level 3 NPS/Residential budget filed 30 days after placement
6. Educational Benefit An IEP must be reasonably calculated to enable a child to The Supreme courtbenefits.” held that an must Court be receive “educational TheIEP Supreme added that a child must receive “some educational “reasonably calculated to enable a child to make benefit” sufficient to provide “access” education that Is progress appropriate in light of thetochild’s “meaningful.”
circumstances.”
Endrew F. vs. Douglas City School District (2017) Bd. of Educ. of Hendrick Hudson Cent. Sch. Dist. v. Rowley (1982)
6. Educational Benefit Educational Benefit: It is evidenced that the IEP has been written and completed with an effort for a child to benefit (access and make progress (Free Appropriate Public Education) from their education in the Least Restrictive Environment.
Educational Benefit
How is it determined?
Builds upon previous IEP
IEP is adjusted if no progress or more progress than expected
Used Used to to develop develop next next IEP IEP
5. Discipline
Suspensions
Disciplinary Removals Less than 10 Days A LEA/district may remove a student with a disability who violates a code of student conduct from his/her current placement to an appropriate interim alternative educational setting, another setting or suspension, as long as the removal does not constitute a change of placement (34 CFR 300.536).
Removal Appropriately participate in the general curriculum; Receive the services specified on the student’s IEP; and Participate with nondisabled peers to the same extent.
Change of Placement
•The removal is for more than 10 consecutive school days; or the child has been subjected to a series of removals that constitute a pattern due to a series of removals total more than 10 school days in a school year.
Manifestation Determination
4. Prior Written Notice
What is PWN?
A vital component of procedural safeguards that LEAs make available to students with disabilities and their parents. Providing timely PWN allows a clear record of: • Decisions that have been made by the LEA but not yet acted upon • The basis for those decisions • Actions that will or will not be taken
Prior Written Notice
When is PWN provided to a parent?
Whenever an LEA proposes or refuses to: 1. Initiate or change identification of a student
2. Initiate or change evaluation of a student
3. Initiate of change educational placement of a student
4. Initiate or change provision of Free and Appropriate Education (FAPE) of a student 34 C.F.R. § 300.503(a).
Prior Written Notice Required Circumstances Educational Placement
Provision of FAPE
Initial placement
Increase/decrease in services
Change in LRE
Removal of related service
Exiting Special Education
Change in goals
Graduation with Diploma
Change in statewide assessment participation
Discipline (at 10 days or IAES)
Revoked consent
3. Compliance
Disproportionality, DINC, & PIR
Disproportionality • Indicator 4B: Suspension and Expulsion • Indicator 5: Least Restrictive Environment • Indicator 9: Disproportionality Overall • Indicator 10: Disproportionality by Disability
Data Identified Noncompliant (DINC)
• Indicator 11: 60-day timeline • Indicator 12 b-c: Transition (Pre-school) • Indicators 13: Secondary Transition Elements • Annual IEP Timelines • Triennial IEP Timelines
Performance Indicator Review (PIR) • Indicator 1: Graduation • Indicator 2: Dropout • Indicator 3: Statewide Assessments • Indicator4a: Suspension Overall • Indicator 5a-c: LRE • Indicator 8: Parent Involvement • Indicator 14: Post School Outcomes
2. Program and Business
Business
Expenditure Reporting
Program
Master Contracts
Maintenance of Effort
ERMHS
Program and Business Workshops & Meetings
Program & Business CASEMIS Codes Activity
Base Rate of funding (Special Education funds) are determined by CBEDS data and ADA. Underline all codes that you believe correspond with ERMHS funding. Circle all codes that you believe correspond with Low Incidence funding.
1. Resources Procedural Guide
http://goo.gl/78rqei Our Procedural Guide offers guidance on procedures in special education.
Professional Development
Online Learning Center
https://goo.gl/gLhMLy
http://goo.gl/oRWo5R
We offer a number of professional development opportunities.
Access all of our archived trainings.
PROCEDURAL GUIDE
Charter SELPA Procedural Guide http://goo.gl/ab2h0a
QUESTIONS?
