El Dorado County Charter SELPA
Vicki L. Barber, Ed.D. County Superintendent
David M. Toston SELPA Executive Director
Goals for Today
Share our history
Provide an Overview:
Governance and Leadership
Special Education Programs
Fiscal Operations
Program & Fiscal
Accountability
Help you answer these questions:
Do you have the capacity to be an LEA for Special Education?
Is the Charter SELPA a good fit for your organization? Are you a good fit for us?
What are next steps? (application process and selection process)
2
Governance
Programs Fiscal
Approximate times
2:00 to 2:15 Introductions & Welcome
Vicki Barber 2:15 to 2:30 History
Vicki Barber and David Toston 2:30 to 2:45 Governance
Vicki Barber and David Toston 2:45 to 3:00 Program
Amy Andersen 3:00 to 3:15 Fiscal
Francie Heim 3:15 to 3:30 Application Process/Closing
Charter SELPA Team 3:30 to 4:00 Questions/Other
3
El Dorado County Charter SELPA
EDCOE Charter SELPA Leadership Team
5
Vicki L. Barber, Ed.D. County Superintendent
Jeremy Meyers Deputy Superintendent
Robbie Montalbano Associate Superintendent
David M. Toston Executive Director
Amy Andersen Director
Lisa Donaldson Business Services Assistant
Emi Johnson Consultant with EDCOE
Francie Heim Consultant with EDCOE
Heather Edwards, Esq. Legal Counsel
Plus many more staff members who support our Charter
SELPA members
Commonly Used Acronyms
AU Administrative Unit
CASEMIS CA Special Education Management Info. System
CDE CA Department of Education
CEO Chief Executive Officer
CEO Council – Charter CEO is representative
EDCOE El Dorado County Office of Education (COE)
LEA Local Education Agency
MOE Maintenance of Effort
SEIS Special Education Info. System (IEP online)
SELPA Special Education Local Plan Area
6
Charter SELPA Timeline
8
SELPA
Each Local Educational Agency (LEA) (meaning district or charter school) must belong to a Special Education Local Plan Area (SELPA).
A SELPA is the service area covered by the local plan for providing special education services to individuals with disabilities in that area under the state and federal law (EC 56195.1).
An LEA may be a member of a single district SELPA or a multi-district SELPA. Charters may be deemed an LEA of the SELPA or they may be operating under the authorizing district’s LEA status.
There are three Charter SELPAs now operating:
El Dorado COE
Los Angeles COE (2010-11)
Sonoma COE (2012-13)
9
Charter SELPA Value Statement
Rationale for Charter SELPA
State Board Approved Charters
Statewide Benefit Charters
Charters Demonstrating Capacity to be an LEA and not able to develop a mutually beneficial relationship with their authorizer and/or geographic SELPA
Options will change the dialogue with Authorizers and SELPAs
10
SELPA
Each SELPA looks different, but what they have in common is:
LOCAL PLAN that determines how they provide services and establishes the governance structure.
ALLOCATION PLAN that determines how they distribute funds.
El Dorado County Charter SELPA
Local Plan available on Charter SELPA website
Defines governance
Allocation Plan available on Charter SELPA website
Defines distribution of funds as well as a multitude of fiscal operating procedures
http://www.edcoecharterselpa.org
11
Underpinnings of the Charter SELPA
Charters have the ability to recruit, select, and employ their own staff
Full participation in decision making – including developing an Allocation Plan
Quality Special Education Services – Optimizing Economy of Scale and Eliminating Unnecessary Redundancy
Model for Alternative Methodology for Delivering Compliant Special Education Services
Serve as Research and Development Entity with Credibility
Best Practices Delivery Systems
Positive Impact on Statewide Concerns
12
Special Education Administrative Unit
Each SELPA has one LEA (district or COE) that serves as the Administrative Unit (AU). For the Charter SELPA, that is EDCOE. There are a number of leadership and financial functions handled by the administrative unit. Below are some key characteristics of a well operated AU from a fiscal perspective.
Strong understanding of special education funding (history and current issues) Proactive support for legislative changes when necessary Understanding of the impact of proposed legislation on the SELPA Early notification to SELPA members of future fiscal impacts SELPA allocation plan (funding) is well documented with a clearly defined
governance approval process for updating Allocation plan numbers are updated on a regular basis (no surprises!) Program and business meet together to review the allocation plan data (some
form of finance committee to review documentation on a regular basis)
13
SELPA Responsibilities
The SELPA is responsible for ensuring that special education services are available to all eligible children in member LEAs, provide program support and oversee the distribution of funds to LEAs. Services provided by the SELPA include :
Curriculum/Program Development support
Community Advisory Committee (CAC) support
Management Information System (MIS)
Technical assistance
Personnel development
Budget planning and review
Fiscal management
Program Specialists
Community awareness
Develop special education policies and procedures
14
El Dorado County Charter SELPA
Charter SELPA Governance
Programmatic recommendations
to CEO Council
Identify training and
service needs
Provide feedback to AU*
Recommend
funding changes (Allocation Plan)
Make
recommendations to CEO Council
Future Planning
Service Needs
Distribution of
funds (Allocation
Plan)
CEO Council Executive
Committee Steering
Committee
16
Membership
Finance Community Advisory Committee (CAC)
Other
*AU Administrative Unit – El Dorado County Office of Education
http://www.edcoecharterselpa.org/
Charter SELPA Governance Principles
Participation Norms
Voting Rights
Cultural Norms
Core Principles for Financial Decisions
Stability and Predictability of Funding
Timely and Accurate Projections
No Surprises
Timely and Accurate Distribution of Cash
Reasonable and Consistent Rationale Developed for Decisions
Standard of Fairness and Equitability
Transparency 17
Governance
CEO sets the culture relative to Special Education
Seek and serve
Quality programs
Quality staff
Strong systems for data collection
Program
Business
Attend meetings
Attend trainings
18
Role of the Charter CEO
As CEO:
Attend September and May CEO Council meetings at a minimum.
Set the vision for your charter to serve students with special needs.
Provide leadership to ensure that Special Education program offerings are of high quality.
Ensure your staff understand the importance of attending Charter SELPA Steering Committee meetings, utilizing resources offered by the Charter SELPA staff, and attending trainings.
Ensure that your fiscal staff are appropriately represented at Charter SELPA meetings and trainings.
19
Other Provisions
Each LEA has the full and exclusive authority and responsibility for employment of staff within their respective LEA.
No LEA may enter into any agreement that infringes on any other LEA.
Managerial prerogatives shall not be infringed upon unless specifically set forth in the Local Plan.
Ultimate responsibility for educational programs, placements, and services rests with each LEA for their respective students.
CEO Council has responsibility and right to monitor and correct any Special Education matter which affects the SELPA – AU Staff responsible for oversight.
20
Community Advisory Committee
The Community Advisory Committee (CAC), mandated by California law, serves to maintain an ongoing interaction between educators and parents and to advise the SELPA. Some of the primary functions are: Advise El Dorado County Charter SELPA LEAs regarding the
development, amendment and review of the local plan for special education.
Provide parent education through topical presentations and informational meetings.
Provide an opportunity to learn and share with other parents who have similar experiences.
Enrich advocacy skills. Build communication between schools, parents and
related agencies. Promote community awareness.
21
El Dorado County Charter SELPA
El Dorado Charter SELPA Program Team
David M. Toston Charter SELPA Executive Director Amy Andersen - Director
Tamara Clay – Program Specialist Sadie Pinotti – Program Specialist Dubravka Tomazin – Program Specialist Vacant Position – Program Specialist Steve Pedego – Behavioral Psychologist Emi Johnson – Program Consultant
Administrative Support Staff
Kathleen Hall – Administrative Program Assistant Angela Chance – Program Technician – SEIS/CASEMIS Dani Aposhian – Administrative Support Pamela Garcia – Administrative Support Patti Mercer – Administrative Support Vacant Position – Administrative Support
23
Successful Charter Special Education Programs
Identification of Students
Student coming to the charter with IEP
Identification of student needing IEP
Charter staff trained in on-line IEP (SEIS) system
Establish Programs
Early Intervention programs
Hire quality staff or contract
Contact Charter SELPA Staff
Call for advice
Attend Steering Committee meetings
Attend professional development
24
Anticipated Student Population
How many students? Assume a sample population – 500 students
10% = 50 students identified as students with special needs (State average)
8% = 39 students (Charter SELPA average)
39 to 50 students
25
500 students - expect 39 to 50 Sped
26
1
Statewide
SpEd
K-12 Pupil
Count
Dec 11
Charter
SpEd
K-12 Pupil
Count
Dec 11
Sample 500
Students
State Ave
Sample 500
Students
Charter Ave
2 a b c d e f
3 500 500
4 10% 8%
5 50 40
6 Intellectual Disability ID 34,059 57 3 1
7 Hard of Hearing HH 7,684 57 1 1
8 Deaf Deaf 3,221 6 - -
9 Speech or Language Impairment SLI 132,808 840 11 8
10 Visual Impairment VI 3,488 13 - -
11 Emotional Disturbance ED 25,288 156 2 1
12 Orthopedic Impairment OI 11,341 35 1 -
13 Other Health Impairment OHI 57,992 560 5 5
14 Specific Learning Disability SLD 275,795 2,297 22 21
15 Deaf- Blindness DB 115 - - -
16 Multiple Disability MD 4,084 5 - -
17 Autism AUT 60,804 262 5 2
18 Traumatic Brain Injury TBI 1,560 11 - -
19 Total 618,239 4,299 50 39
Estimated SpEd population for a Charter
school with 500 students (using state
averagesand Charter SELPA average)
Staffing & Services
Two primary services (typical for a small charter – you may have additional services)
Specialized academic instruction
Resource teacher or Education Specialist (credential -mild/moderate disabilities)
Speech and language (duplicated and unduplicated)
Support Services
Instructional Assistants
Psychologist
Nurse
27
Staffing & Services
Related Services
Occupational Therapy (OT)
Physical Therapy (PT)
Behavior Therapist
Adaptive PE
Audiologist Services
Assistive Technology
Transportation
Other Services
28
Data Reporting
We have a myriad of data reporting requirements to fulfill.
The Charter SELPA and each Charter LEA need to maintain a high level of integrity with regards to our data collection and reporting to the federal government and the State of California.
29
Pupil Counts
Charters will utilize Special Education Information System (SEIS).
IEP student data online system
EDCOE provides the software and training.
Web-based IEP system
Any computer with internet access
Internet Explorer is preferred web browser
Your responsibility is to assign staff to maintain the data for your charter and put systems in place to ensure a high level of accuracy.
30
Steering Committee
8 meetings a year- Usually 3rd Wednesday of the month
Centralized locations – Time: 10:00 a.m.
The Committee is made up of charter special education administrators and charter representatives (administrators and/or teachers). They meet on a regular basis to develop implementation strategies and for the purpose of coordinating special education programs and services throughout the Charter SELPA.
The primary tasks of the group are to develop programmatic policy recommendations regarding current issues/legal issues, review recommendations developed by Charter SELPA CEO Council and provide input, disseminate information to all charter programs SELPA-wide, form task forces to study an issue, develop a policy and bring recommendations to group, communicate reporting timelines, review best practices, and provide a forum for members to bring questions, items of interest or SELPA-wide needs to a larger group.
31
SELPA Resources
Charter SELPA staff are committed to your success SELPA Staff
Phone call away Site visit Assist in IEPs
Legal Helpline Additional support provided by Charter SELPA
Ongoing Professional Development On-line resources (Training, Procedural Guide,
Resource Guide, IEP Manual)
32
If accepted into the Charter SELPA – What to do first?
As a new member in 2013-14:
Develop program/hire staff/budget
Notify EDCOE SELPA- start dates, current system, staff
Notices to all students in Special Education (letter)
30 Day interims signed
Begin entering students into SEIS
Hold IEPs (addendums) within 30 days of start of 2013-14 school year
33
El Dorado County Charter SELPA
El Dorado Charter SELPA Fiscal Team
Robbie Montalbano Associate Superintendent of Administrative Services
Lisa Donaldson Business Services Assistant
Additional support from business office team
Lisa and the EDCOE team provide support: Timely and reliable budget data Coordination of financial reporting Cash flow projections Cash disbursements as timely as possible Answer questions as needed on daily basis Training in the field through various workshops
The Charter SELPA receives additional support: Francie Heim (retired EDCOE Deputy Superintendent) Emi Johnson (retired EDCOE SELPA Director)
35
Building a Special Education Budget Income
State and federal. How much? Varies. Expenditures
State and federal. How much? More than income. Local Contribution
Statewide, districts spend 40% more in special education than they receive in income.
Federal Maintenance of Effort Spend as much at the state and local level as you spent in the
prior year (with some exceptions). Cash flow
Late, later, and deferred Mental Health
Tell me again… how do I need to spend and document these ? We have various trainings throughout the year that go into great detail on these topics.
36
Building a Special Education Budget
Requires strong communication and partnership between Program and Business
Meet early and often to develop and monitor special education budget
Plan to spend more than you receive in income. Not Ok to say – “We can’t afford a service”
Cash flow is a problem – but can’t impact serving the needs of students
Special education budgets are constantly evolving
Contingency planning is critical – plan for the unexpected
Recommendation – have business and program attend our budget trainings together!
37
Allocation Plan
Allocation Plan is the document that guides distribution of income for the SELPA. It represents several years of CEO Council decision making
over time. Basic Elements:
1. State funding distributed based on current year P-2 ADA
2. Because ADA definitions on various funding may lag a year, funding distributions to members may result in NOT all members receiving funding at the same rate. Each funding allocation will be addressed separately with this principle in mind. Federal funding based on prior year ADA.
3. Administrative component for EDCOE (from 4% to 6%)
4. Some type of set aside to protect future instability
5. Recapture of unspent funds
6. CMO/JPA/Other Non-profit flexibility (ability to reallocate funds within the CMO/JPA/Non-profit to charters)
7. Mental Health Funding distribution
39
Comparison of Funding SELPA versus Charter SELPA
40
Federal portion
PY ADA x $140
SELPA Funding
Entitlement
PY ADA x $617 (or unique rate up to
$1,000)
plus
Growth ADA x $465
State
Portion
Federal
Portion
Charter SELPA
State Funding
CY ADA x $465
Funding Summary
Note: Per ADA amounts below.
However, state funding is based on current year ADA and federal funding is based on prior year ADA
41
Year Year of EntryState
CY ADA
Federal
PY ADASubtotal
Admin
Contract
%
Amount
of
Admin
per ADA
Actual
IncomeSet Aside
Set Aside
Amount
Rate
After Set
Aside
4-7 2006-07 to 2009-10 465.44$ 140.00$ 605.44$ 5% 30.27$ 575.17$ 2% adjust/return
3 2010-11 465.44$ 140.00$ 605.44$ 5% 30.27$ 575.17$ 3% adjust/return
2 2011-12 465.44$ 140.00$ 605.44$ 5% 30.27$ 575.17$ 4% adjust/return
1 2012-13 465.44$ 465.44$ 6% 27.93$ 437.51$ 5% 21.88$ 415.63$
465.44$ 140.00$ 605.44$ 4% 24.22$ 581.22$ Reduced Admin fee to 4%. Must be
Year 3 Charter + and meet cri teria
2012-13 Funding
Charter LEA Income
42
Year 1 Year 2 Year 3 with 4% fee
$416 $435 $441
$140 $140
$22
$28
$30 $24
Income per ADA CharterState Revenue Federal Revenue Set-Aside Administrative Fee
$416*
$575* $581*
*state & federal net to Charter LEA
Basics Direct Cost, Direct Support, Indirect
44
SPED
Direct Costs Trace back to
Services in IEP
SPED
Certificated Staff
SPED Aides
May include SPED
Administrator
Psych
Nurse
OT/PT
Speech
Other Direct
Support Pro-Rated
Facilities Custodial
Admin Indirect %
Income Federal
SPED
Income
State
Report by Object Code*
1000 Certificated
2000 Classified
3000 Benefits
4000 Books/Supplies
5000 Operating Expenditures
6000 Capital Outlay
* Additional reporting required by setting and services
Basics – Local Contribution
45
SPED
Direct Costs
Direct
Support
Indirect %
Local Contribution
Unfunded Portion of
Special Education
Costs
Income Federal
SPED
Income State
Federal Government and State of
CA do not fully fund Special
Education. Statewide, 40% of
costs are funded from local sources
(e.g. District/Charter general fund
revenue per student)
Basics – Maintenance of Effort
46
Expenditures
from State and
Local Sources
Maintenance of
Effort
Income Federal
SPED
Income State
Direct Costs
Federal
All Other
SPED Costs
(state &
local)
Federal Government requires that
the local LEA maintain the same
level of expenditures from state and
local sources (with some
exceptions).
Basics – Excess Cost Requirement
47
$6,000 Minimum spent from State
and Local
SPED
Expenses
from State
& Local
Minimum Requirement
Average GF Expenditure
per Pupil x SPED FTE
$6,000 x 1 SPED FTE (10
students x 10% of time in
SPED = 1)
Expenditures
from state &
local must
exceed
minimum
required
Cash
Cash Flow State Aid
Year 1 in the Charter SELPA (new member)
State aid cash does not flow until February (and is subject to further deferral)
Charter SELPA has a Special Education cash flow advance program for year 1 charters
Federal funding (starts in year 2)
Significant delays in cash flow as well. Federal government operates on reimbursement process.
48
Fiscal Success
Building your budget
Program and Business partnership
Attend trainings together
Reliable accounting systems to capture data
Monitor maintenance of effort (MOE)
Timely reporting of data to EDCOE
49
Meetings/Trainings
Charter SELPA Finance Meetings October
June
On-line via Blackboard/Elluminate
Maintenance of Effort (MOE) February/March (Sacramento, San Diego, Oakland, LA)
Budget Trainings August (Sacramento, San Diego, Oakland, Los Angeles)
March (same 4 locations – following MOE meetings)
Regional trainings available upon request
50
El Dorado Charter SELPA
Admission Process
Priority for SBE Approved Charters
Priority for Expansion of Current Members
Existing Charters
1 Year Notice
Primary Reason – Access and Quality
Fiscal Issues Cannot be Primary Rationale
Quality Programs – Demonstration of Capacity
Application Process
SELPA Review/Membership Committee 52
Terminating SELPA Membership
Member termination requires 12 months prior notice of intended termination
Final written notice to the AU no more than 6 months after LEA’s initial notice
EDCOE Superintendent may terminate a member from the SELPA under the same provisions noted above –
12 months written notice of intention
Final written notice no more than 6 months after initial notice
53
Application Process
El Dorado County Charter SELPA www.edcoecharterselpa.org
Currently Available Online:
Notice of Intent
Application
Agreement for Participation
SELPA LEA Assurance Statement
Federal Assurance Statement
Copy of rubric used to evaluate application (available November 1st)
Online Submission Available Now
User log-in and password
Application and Support Documents Upload
Status of Application
Complete Applications due Friday, January 11th , 2013 by 5:00 p.m. PST
For assistance with the application process, please contact Angela Chance at (530) 295-2232
54
Application Process
Points Awarded by Category
Required Elements – 50 points
Special Education Process – 50 points
Special Education Services – 50 points
Compliance/Capacity – 50 points
Fiscal – 50 points
Minimum Points per Category for approval
Each Category requires minimum of 40 points
55
Appeal Process
Application score must be within 10 points of minimum to be eligible for appeal
Additional Evidence or Compelling Information
May submit within two weeks of denial
56
Program Review
Charter SELPA Program Staff (first level of review)
Special Education Process – 50 points
Special Education Services – 50 points
Compliance/Capacity – 50 points
57
Fiscal
Business Office Staff (first level of review)
Fiscal – 50 points
Audit report review provides some insights into fiscal solvency, cash solvency. Lack of compliance findings suggest operational capacity. Note: if CMO, we require charter audit and CMO audit report as well.
If a start up charter in 2012-13 or 2013-14, current budget (and multi year projections) will be reviewed in lieu of an audit report. We will be looking for insights into fiscal solvency.
Special Education budget provides some insights into your ability to plan and develop a budget and an understanding of basic reporting requirements.
58
Closing Thoughts
Our goal today is to help you make a decision on whether you are ready to be an LEA in the Charter SELPA.
Not all charters have the capacity to be an LEA and take on this added level of responsibility to provide services, ensure compliance, and perform necessary record keeping in the program area and financial area.
60
Program & Fiscal Accountability If a Charter meets any of these criteria,
there could be a visit in the future to ask the question -
Do you have the capacity to be an LEA?
Co
mp
lia
nce
Is
sue
61
Core Questions
If you are successful in the application process…..
Do you have the capacity to be successful?
Do you have the leadership and capacity to establish successful programs serving children with special needs?
Are you ready for program responsibility?
Are you ready for the financial responsibility?
62
Successful Charters as LEAs
Our Goal
Ch
art
er
SE
LP
A
Re
pu
tati
on
63
Closing Thoughts
64
Our goal is to create strong working relationships between El Dorado County Office of Education (EDCOE) staff
and Charter staff.
We are committed to providing support to your staff, to ensure their success in providing services to students with special needs.
We have a myriad of data requirements to fulfill. The Charter SELPA and each Charter LEA needs to maintain a high level
of integrity with regards to our data collection and reporting to the federal government and the State of California.
Should you be a successful applicant, our team is here to support you in those efforts.
El Dorado County Charter SELPA
Charter SELPA Value Statement
The Charter SELPA has further established the following value statements that help define the underpinnings of this organization: 1. Charter schools participating in the Charter SELPA have the ability to recruit, select, and employ their own special education staff to meet the needs of their students. 2. The Charter SELPA prides itself in providing full disclosure of information, particularly in the area of financial data, and in facilitating full participation of the charter school LEAs in decision making through the governance structure. 3. The creation of the Charter SELPA has a goal to provide quality value added services to participating charter school LEAs by optimizing the economy of scale for services and eliminating unnecessary redundancy. By joining together and utilizing technological communication strategies, even with a wide geographic distribution of charter school LEAs, the Charter SELPA can achieve an efficiency and maximize the utilization of limited resources. 4. The Charter SELPA is striving to be a model for an alternative methodology for delivering special education services that are compliant and meet the letter and spirit of the law for providing a free appropriate public education. In this regard, the Charter SELPA can serve as a research and development entity and establish credibility in pursuing other means and opportunities in providing services to eligible students. 5. It is hoped that the Charter SELPA will be recognized as a successful and creditable venture and can attract additional resources in order to expand implementation of model special education programs for charter schools. 6. The Charter SELPA has an interest in delivering tools and services that respond to the needs of charter schools and allows them to more expeditiously and appropriately provide special education programs and services. 7. On a long range basis, the Charter SELPA can hopefully have a positive impact on statewide concerns in the area of special education and serve as catalyst for solving issues by bringing greater efficiency, alternative strategies, and knowledge to the public discourse.
67
Special Education Legal Background/Key Elements Federal Pl94-142/IDEA and California State Law
Individualized Educational Program (IEP) - The right of a child to an educational program designed to meet his/her individual needs and based on adequate assessment is assured. At age 14 to 16 this includes the development of an Individual Transition Plan (ITP) to provide for transition into the world of work.
Child Find - Each public school system is responsible to find children with disabilities in its area.
Free Appropriate Public Education (FAPE) - Each public school system is responsible for ensuring that each child with disabilities is served appropriately, at no expense to the parent.
Least Restrictive Environment (LRE) - Each child is assured of his/her right of education with non-disabled peers to the maximum extent appropriate to the needs of both.
Due Process - The right of parent participation, and challenge, in all aspects of assessment, identification and placement is assured; involves mediation or administrative hearing procedures and complaint procedure in case of disputes.
68
Language of Special Education
69
Gen Ed
Options RtI
Special
Education
Budget
Allowable
charge to
SPED up
to15% of
Federal
Not
charged
to SPED
70
Intellectual Disability (ID) was Mental Retardation (MR)
Hard of Hearing (HH)
Deafness (DEAF)
Speech or Language Impairment (SLI)
Visual Impairment (VI)
Emotional Disturbance (ED)
Orthopedic Impairment (OI)
Other Health Impairment (OHI)
Specific Learning Disability (SLD)
Deaf-Blindness (DB)
Multiple Disability (MD)
Autism (AUT)
Traumatic Brain Injury (TBI)
Language of Special Education Primary disability category of the student as identified
in the IEP (Individualized Education Program)
Language of Special Education
"Severely disabled" means individuals with exceptional needs who require intensive instruction and training in programs serving pupils with the following profound disabilities: autism, blindness, deafness, severe orthopedic impairments, serious emotional disturbances, and severe mental retardation. The term also incorporates “low-incidence disabilities”.
All other disabilities are considered “non-severely disabled”.
71
Language of Special Education
"Low Incidence Disability“ means a severe, disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe orthopedic impairments, or any combination thereof.
72
Mental Health Services
The federal Individuals with Disabilities Education Act (IDEA) requires that mental health services be provided to students with disabilities in order for them to access their education. Since 1984 and the enactment of AB 3632, the mandate has been on county mental health agencies to provide the service.
Services range from counseling to costly non public school residential placements.
In October 2010, the governor suspended AB3632 which caused the funding to shift from county mental health to school districts.
Confusion reigned from October 2010 to the present on allocation of funding and shifting of services. Dust has settled (sort of).
El Dorado Charter SELPA has a plan in place (which we continue to refine) to allocate funds. Charters may continue to work with county mental health or other vendors to provide services or may hire staff.
73
Documents to Read (online)
Detailed document required by law that describes
how services are provided and how governance
operates. Approved by the El Dorado County
Board of Education.
Detailed documentation of how funding is
distributed within the SELPA. Approved by CEO
Council.
CEO Council approved policies.
74
Participation Agreement
Defines roles and responsibilities of SELPA and
Charter LEAs.
Participation Agreement
Responsibilities LEA AU Both
Recruit, select, employ and evaluate Special Education direct service staff
x
Recruit, select, employ and evaluate SELPA staff x x
Conduct and/or contract for Special Education programs and services
x
Organize and administer activities of IEP Teams x
Provide facilities to house programs x
Provide professional development x
Establish and maintain pupil information system x
Provide all information on student enrollment, program expenditures, and program evaluation
x
75
Participation Agreement
Responsibilities LEA AU Both
Organize and maintain governance structure entities, including CEO Council, Steering Committee, Executive Committee, Community Advisory Committee, and other committees established
x
Support the governance structure by attendance and participation in the various established committees
x
Create and update Special Education Procedural Guide as needed
x
Develop Policies and Administrative Regulations that ensure compliance with state and federal laws and regulations as well as the Local Plan
x
Provide and/or arrange transportation to programs that are conducted by the LEA
x
Provide for the acquisition and distribution of materials, equipment, supplies, and textbooks for programs conducted by the LEA
x
76
Participation Agreement
Responsibilities LEA AU Both
Provide the method and forms for the LEA to report to the AU on program expenditures, student enrollment, pupil count, and other information required
x
Develop interagency referral and placement procedures and ensure that interagency MOUs are in place
x
Receive Special Education apportionments x
Receive Special Education funding from the AU in accordance with the Charter SELPA Allocation and Budget Plan
x
Ensure a continuum of program options for students x
Participate in Self Review and other evaluation programs x
Review individual placements as requested by parents x
77
Participation Agreement
Responsibilities LEA AU Both
Provide reasonable assistance to the LEA upon request on complaint issues, due process cases, etc.
x
Respond to the state on LEA issues, complaints, and due process cases
x
Coordinate with CDE and other state agencies on issues involving special education and the Charter SELPA
x
Cooperate in the development of curriculum for the classes and the development of program objectives with the AU
x
Provide for the communication with parents in accordance with the Local Plan
x
Adhere to state and federal laws and regulations in the conduct of special education programs and services, including the identification, assessment, instructional planning, and review of pupils
x
78
Participation Agreement
Responsibilities LEA AU Both
Act as an agent for Charters participating in the plan as specified in the Local Plan, including but not limited to receiving, compiling and submitting required reports
x
Provide coordinative services with the LEAs in the development and implementation of referral, assessment, eligibility criteria, data collection, instructional planning, communication with parents, special education forms, community resources, curriculum and such other matters as are appropriate in the area of special education
x
Perform other services reasonable and necessary for the administration and coordination of the Plan
x
79