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Staff Meeting October 3, 2011
Staff Meeting
October 3, 2011
Bell Work Write your name on an index card. Select answer A or B for this question:
• After an IEP...– A. make copies and send the original to
the Special Ed office.– B. send the original to Special Education.
Copies will be mailed from there. Place the index card in the collection box.
Agenda Michael Shelton --
– State of the Department– Data– SE office responsibilities– Change– Special Education PTA
iLearn -- Chris Kenninburg Discipline -- Jim Emerick & Gail Milburn Medicaid -- Joshua Tynan Mary Raftary --
– IEPs– Printers
State of the Department
MME Spring 2011
STUDENTS TESTED: 2010 = 61 2011 = 97
READING WRITING MATH SCIENCE SOC ST LEVELS 2010 2011 2010 2011 2010 2011 2010 2011 2010 2011
1 2% 0% 0% 0% 2% 0% 2% 0% 23% 7% 2 31% 22% 10% 7% 12% 5% 18% 14% 43% 35% 3 28% 23% 66% 54% 10% 12% 12% 16% 13% 25% 4 39% 56% 24% 39% 76% 82% 68% 69% 21% 32%
iLearn 2
Course: Special Education Password for registering: udlsped
Discipline and Students with Disabilities 2011
Time is essential
What is a “Removal” ?
The term “removal” refers to removing a student with a disability from instruction for disciplinary reasons without the opportunity to continue to progress in the general education curriculum, continue to receive services specified on the student’s IEP, and to continue participation with nondisabled students to the extent they would have in their current placement (FED. REG. p. 46715).
District Discipline Procedures for Students with Disabilities Each district must have written discipline
procedures for students with disabilities that include:
Tracking the number of days of suspension Determining a pattern of removal Communication with Special Education Team Parent notification, including procedural
safeguards The provision of a FAPE/IAES The MDR process Behavior interventions/supports
Discipline Tracking Record (DTR)
11th Day FAPE Once a student with a disability has reached 10 days of
suspension in a school year, services must be provided during any additional days of suspension/removal (i.e., beginning with the 11th day) so as to enable the student to continue to participate in the general education curriculum and to progress toward meeting the goals set out in the student’s IEP.
In most cases, the student’s case manager in consultation with the student’s other teachers/service providers and the school administrator will determine the extent of services to be provided.
In cases of special circumstances or removals that result in a change in placement, services must be determined by the IEPT. The setting/placement in which these services are provided is the Interim Alternative Educational Setting (IAES).
Discipline Services RecordDiscipline Services Record
Student’s Name:_______________________ School:_____________________________
Case Manager:________________________ Service Provider(s):___________________
Once a student with a disability has reached 10 days of suspension in a school year, services must be provided during any additional days of suspension/removal (i.e., beginning with the 11th day) so as to enable the student to continue to participate in the general education curriculum and to progress toward meeting the goals set out in the student’s IEP.
The student’s case manager in consultation with the student’s other teachers/service providers and the school administrator will determine the extent of services to be provided and document below.
In cases of Special Circumstances or removals that result in a Change of Placement, the determination of services to be provided is made by the IEPT and is documented on the Interim Alternative Educational Setting (IAES) form.
Description of services to be provided for the removal which began on date of _____________: To begin on ____________________through_____________________.
Description of services to be provided for the removal which began on date of _____________: To begin on ____________________through_____________________.
Description of services to be provided for the removal which began on date of _____________: To begin on ____________________through_____________________.
Description of services to be provided for the removal which began on date of _____________: To begin on ____________________through_____________________.
Discipline Services Log
Parent Notification Written notification must be sent to the
student’s parents in both of the following situation:– If the length of the suspension will result in
the student having accumulated more than 10 days of suspension within the school year
– If it is determined that the suspension constitutes a “change in placement”
The notice will be sent on the date that is recorded in column 3 of the student’s DTR.
Special Education Procedural Safeguards must be sent with the notification letter.
Notice of a Change of Placement
NOTICE OF A CHANGE OF PLACEMENT AS A RESULT OF A DISCIPLINARY REMOVAL Dear (Parent/Guardian): Date: You are receiving this notice to inform you that (student’s name) suspension issued on (date) constitutes a change in placement and requires the IEP Team to convene a Manifestation Determination Review (MDR) meeting.
The purpose of the MDR meeting will be to make a determination as to whether (student’s first name) conduct was a manifestation of (his/her) disability.
The MDR meeting: □ Is scheduled for (date). Enclosed you will find a formal meeting invitation requesting your participation. □ Will be convened within the next 5 to 10 school days. You will be sent a formal meeting invitation regarding the specific date. We have enclosed a copy of the Procedural Safeguards Notice and a list of the available resources to assist you in understanding your rights. The Procedural Safeguard Notice includes information regarding the MDR process. Sincerely,
What is an MDR?An MDR is a meeting that is
held to determine whether the behavior subject to the disciplinary action has a direct and substantial relationship to the student’s disability.
MDR Form
MANIFESTATION DETERMINATION REVIEW (MDR) DEMOGRAPHIC INFORMATION MDR Date:
Name: Primary Disability: Student ID: School: DOB: Grade: Most Recent IEP Date:
PARTICIPANTS
District Representative (required) Student (if appropriate)
Relevant Member of the IEP Team Parent/Guardian/Surrogate
Relevant Member of the IEP Team Other/Title
Relevant Member of the IEP Team Other/Title
Section I. Describe in detail the behavior subject to disciplinary removal: Date suspension issued:_______________
Section II. Review the following information and include a brief summary: The most recent diagnostic evaluations The student’s current IEP Any additional relevant information in the student’s file
Any teacher observations of the student Discipline incident reports
Relevant information provided by the parent
Section III. On the basis of the above review and the relationship of the behavior subject to discipline and the student’s disability, respond to both of the following statements, and give the rationale for the response: 1. The conduct in question
was caused by or had a direct and substantial relationship to the student’s disability.
Yes (Describe the relationship between the disability and the behavior.)
No (Describe why there is no relationship between the disability and the behavior.)
2. The conduct in question was the direct result of the school district’s failure to implement the current IEP.
Yes (List the areas of non-implementation and the impact on the behavior.)
No (List the areas of non-implementation. State why there is no impact on the behavior.)
No IEP was fully implemented.
If the determination of the team is “yes” to either of the statements, then the behavior must be considered a manifestation of the student’s disability, and the student returns to the previous placement (except in Special Circumstances or if the parent and district agree to a change in placement and convene an IEPT meeting).
Section IV. The determination of the IEP team is that behavior subject to discipline is: Not a manifestation of the disability- student subject to general education disciplinary procedures; records
forwarded for further disciplinary consideration. Educational services will be provided for the duration of the disciplinary removal and are documented on the Discipline Services Record or the IAES form.
A manifestation of the disability- records forwarded for termination of the disciplinary action; student reinstated into his/her school placement; and a functional behavior assessment/behavior intervention plan is initiated. Exceptions: A) special circumstances necessitate a 45 day interim alternative educational setting (conduct an IAES meeting); or B) parent and school district agree to a change in placement (conduct an IEPT meeting).
Revised August 2011
Ensuring FAPE in an Interim Alternative Educational Setting (IAES) In cases of special circumstances
or removals that result in a change in placement, services must be determined by the IEPT. The setting/placement in which these services are provided is the IAES and must be determined on an individual basis based on the student’s IEP.
Interim Alternative Educational Setting (IAES)
INTERIM ALTERNATIVE EDUCATIONAL SETTING (IAES)
DEMOGRAPHIC INFORMATION IAES Date:
Name: School: Student ID: MDR Date: DOB: Grade: Most Recent IEP Date: Participants: Check box of staff qualified to explain instructional implications of assessments.
District Representative* Student (if appropriate)
General Education Teacher* Parent*
Special Education Provider* Parent
Other Other
*Required participants.
Length of Removal:
Removal for Special Circumstances - up to 45 days Change of Placement – up to 180 days Section I: Interim Alternative Educational Setting (IAES)
( Documentation of all steps is required) Number of days of current removal. Date suspension issued:________________
Review current goals and objectives (attach copy).
List goals to be addressed.
Describe the services to be provided to enable the student:
To participate in the general education curriculum.
To progress toward meeting the goals.
Conduct a functional behavior assessment (FBA) and behavioral interventions (or review existing), as appropriate.
Describe services and modifications designed to prevent the behavior from happening again.
Date of existing plan:
IAES Indicate the location in which the services will be provided.
Section II: Implementation IAES and services to be in effect through . The following person will ensure Implementation: . The Individuals with Disabilities Education Act (IDEA) requires notice of intent to change placement . August 2011
Notice for Provision of Programs and Services
NOTICE FOR PROVISION OF PROGRAMS AND SERVICES
The Individuals with Disabilities Education Act (IDEA) mandates that the district provide written notice to the parent when the district proposes to initiate or change the educational placement of the student or the provision of a Free Appropriate Public Education (FAPE) to the student; or when they refuse to initiate or change the educational placement of the student or the provision of a FAPE to the student.
You are receiving this notice for: . (student name) (student ID)
You are receiving this notice because we are offering the provision of FAPE. The programs and services will begin on and will be located at . This proposal is the result of the Individualized Education Program (IEP) team meeting, dated that was convened for the purpose of (check all that apply)
Annual IEP Add/Remove/Change Reevaluation/Three Year IEP Transition Graduation or Age 26 Behavior Review Other: _____________________________________
Upon district signature (see bold box below), this notice and the student’s IEP constitute the district’s offer of a FAPE.
You are receiving this notice because we are offering the provision of a FAPE. This proposal is the result of the attached Individualized Education Program (IEP) Amendment dated _________________.
You are receiving this notice because we are offering the provision of a FAPE. This proposal is the result of a change of placement which occurred due to your student's suspension/expulsion and is documented on the attach ed Interim
Alternative Educational Setting (IAES) form dated .
You are receiving this notice because your student was found ineligible for special education programs and services at the Individualized Education Program (IEP) team meeting, dated , that was convened for the purpose of a reevaluation IEP.
The IEP describes each evaluation procedure, assessment, record, or report used in this offer of a FAPE. In the course of th e development of the IEP, other options (e.g., programs and services, supplementary aids and services) considered but not selected were: Option Considered but Not Selected Reason Not Selected
No other options were considered.
Other factors that are relevant to the district’s proposal or refusal (describe):
There are no other factors that are relevant to the district’s proposal or refusal.
If the IEP team has determined that programs and services will be provided in a district other than the student’s district of residence:
The resident district authorizes/authorized the operating district to conduct subsequent IEP team meetings.
The resident district will conduct subsequent IEP team meetings.
The Procedural Safeguards Notice you received describes protections under the IDEA. This notice and the list of available resources to assist you in understanding your rights is available at www.resa.net/downloads/specialeducationforms. The Procedural Safeguards Notice is also available at www.michigan.gov/documents/mde/May09-ProceduralSafeguardsNotice2786117.
x Signature of Superintendent or Designee Date
Medicaid
Scripts for Medicaid Eligible Students A physician’s script is required for
OT, PT, O&M or nursing services Must be legible The physician’s National Provider
Identification (NPI) number is helpful Physician Assistant and Nurse
Practitioner scripts must be co-signed by a physician
Guidelines for Claims We must submit at least 85% of
claims submitted during each month last year.
Failure to submit 85% of claims:– 1st month: warning from state– 2nd month: payments stop– 3rd month: pay back all payments
year-to-date; wait until current year is reconciled, which takes > a year
Who May Bill Licensed Audiologists Early Identification/Intervention Personnel RNs and LPNs Occupational Therapists Orientation and Mobility Specialists Licensed Physical Therapists and Physical Therapy Assistants Psychologists with full licenses AND those with limited licenses who
supervised Social Workers Special Education classroom teachers Teacher Consultants Speech Pathologists with Cs AND those without Cs who are supervised Personal Care Paraprofessionals
DO NOT BILL IF YOU ARE ON CAROL’S ‘DO NOT BILL’ LIST!!
Regarding September Some eligible students were not
flagged until late in September. Double-check your caseload in
Service Tracker for eligibility flags. All students made eligible at any
time in September were eligible for the entire month.
For More Information Register for iLearn. There you will find
links to:– The Medicaid (AKA: Fee for Service) manual– Tip sheets– Training videos
You may also go directly to the RESA website and locate the fee for service materials: www.resa.net/services/medicaid. Look down the left column for tip sheets and the manual.
IEPs 2000th IEP 2010-2011 Change in process Count Day
Printers
