SASKATCHEWAN

REGION

HIGH COST

HIGH COST SPECIAL EDUCATION PROGRAM GUIDELINES

2017-2018 Applicable to Recipients funded under: Non Block Block Agreements

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CONTENTS

I. PURPOSE ................................................................................................. 2

II. BACKGROUND ......................................................................................... 2

III. FUNDING APPROACHES – DIRECT SERVICES – ADMINISTERED BY THE

DEPARTMENT ............................................................................................ 2

IV. ELIGIBLE STUDENTS .............................................................................. 3

V. ELIGIBLE EXPENDITURES ...................................................................... 3

SECTION A: INTERVENTION APPROACH FOR FIRST NATION SCHOOLS ... 4

I. FUNDING RECOGNITION ........................................................................ 4

II. FIRST NATION SCHOOLS DIRECT SERVICES FUNDING FORMULA .. 5

III. FIRST NATION SCHOOL IN-SITE REVIEW PROCESS .......................... 6

IV. APPEAL PROCESS .................................................................................. 8

V. PARTNERSHIPS ....................................................................................... 8

VI. INDRIECT SERVICES ............................................................................... 8

ANNUAL INDIRECT SERVICE DELIVERY APPLICATION .............................. 10

100% REGIONAL MANAGEMENT ORGANIZATION ANNUAL WORK PLAN 14

VII. ANNUAL REPORTING ........................................................................... 20

SECTION B: ASSESSMENT BASED FUNDING APPROACH – PROVINCIAL

SCHOOLS .......................................................................................................... 21

I. FUNDING RECOGNITION ...................................................................... 21

II. APPLICATION PROCESS FOR PROVINCIAL SCHOOLS .................... 24

III. APPLICATION PROCESS FOR STUDENTS NOT PREVIOULSY

DESIGNATED ......................................................................................... 25

IV. APPEAL PROCESS ................................................................................ 27

V. ON-SITE REVIEW PROCESS ................................................................. 28

VI. ANNUAL REPORTING ........................................................................... 29

VII. SCHOOL-WIDE TARGETED BEHAVIOUR PLAN ................................. 30

DESIGNATED STUDENT TRANSFER FORM .................................................. 31

APPLICATION FOR DESIGNATED STUDENT FUNDING ............................... 32

APPLICATION FOR TECHNICAL AIDS/ALTERNATE FORMAT MATERIALS/ AND

SPECIAL TRANSPORTATION .......................................................................... 35

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I. PURPOSE

The Saskatchewan Regional office is responsible for implementing and administering the National High Cost Special Education Program (HCSE) in accordance with the national program terms and conditions and guidelines that were developed jointly by the Assembly of First Nations High Cost Special Education Working Group and Aboriginal Affairs and Northern Development Canada (AANDC). This guidebook in conjunction with the HCSE National Program Guidelines will outline how the Saskatchewan Region will administer the HCSE funding that will provide resources for High Cost Special Education programs and services. All First Nations whether they are operating under a standard or block Aboriginal Recipient Funding Agreement (ARFA) are eligible to apply for HCSE funding. Previous

to 2016-2017 HCSE funding could only be transferred via a set contribution. Beginning in 2016-2017 Band Operated Direct Services funding and Band Operated

Indirect Services funding have the potential to move from a set to a fixed contribution.

The ability to transition from set to fixed will be determined by Education General Assessment Scores and the current state of HCSE programming. For those First Nations receiving funding through a block ARFA, the HCSE funding

must be funded as targeted funding. HCSE funds must be used for their intended

purpose and are not to be used to retire debt. All unexpended funds or funds

expended on ineligible items will be recovered and remitted to The Receiver

General for Canada.

II. BACKGROUND Since April 2003, all High Cost Special Education programs and services (direct and indirect services) are provided out of the National High Cost Special Education Program and specific application and reporting requirements are required. Once the department has approved funding under this program, the funding must be used for its intended

purpose. Any high-cost funding which is determined to be surplus to

requirements must be returned to the department as soon as possible for

potential reallocation. Saskatchewan Region is the administrating organization for the majority of recipients receiving High Cost Special Education Program funding. The Prince Albert Grand Council (PAGC) established a Regional Management Organization (RMO) for the High Cost Special Education Program in the 2006-2007 fiscal year and administers the Direct Services related to their member Band Schools and Indirect Services for their member First Nations. First Nations who are affiliated with the PAGC High Cost Special Education RMO will receive their funding and services directly from the PAGC High Cost Special Education RMO based on the management regime established by the RMO. In the future, more Regional Management Organizations for the High Cost Special Education Program may develop.

III. FUNDING APPROACHES

Direct Services - Administered by the Department

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First Nation Schools: In 2014-2015, the Saskatchewan Region implemented an Intervention Based funding approach for direct services for First Nation schools. Under this approach, teachers/specialists with the appropriate training are able to use and interpret assessment instruments to develop Individual Education Plans and the necessary

intervention programs to address the student’s immediate need(s) while awaiting

formal assessments. This approach permits First Nations the flexibility to employ intervention strategies more quickly while awaiting the completion of formal

assessments. Under the intervention based funding approach, formal assessments

need to be completed for internal school programming purposes and be available for AANDC on-site reviews.

Provincial Schools: Designated students residing on reserve and attending provincial schools will be funded through an application process outlined under Section B.

IV. ELIGIBLE STUDENTS

The national guidelines state “All on-reserve students for whom High Cost Special Education programming is funded under the HCSE authority must be included, or be eligible for inclusion, on AANDC’s Nominal roll - Student Registry database.” and therefore would meet the following criteria:

-the student is enrolled in and attending a federal, provincial, band-operated, or a private/independent school that is recognized by the province and the First Nation as an elementary/secondary institution;

-the student is age 4 to 21 years on December 31 of the school year in which funding support is required;

-the student is ordinarily resident on reserve. To be ordinarily resident on reserve means that the student usually lives at a civic address on reserve, or is a child in joint custody that lives on reserve most of the time, or is staying on reserve and has

not a usual home elsewhere. Please note TLE lands are not considered reserve. Students continue to be considered ordinarily resident on reserve if they return to live on reserve with their parents, guardians or care givers, even if the students live elsewhere while attending school or working at a summer job. Students who are placed in foster care on reserve are eligible for High Cost Special Education funding.

V. ELIGIBLE EXPENDITURES The national HCSE guidelines consider both direct services to students and indirect services to students as eligible expenditures. Direct service delivery provides for classroom or school-based services. Indirect service delivery includes those programs and services that support schools with the design and implementation of High Cost Special Education programs and are generally provided by a tribal council or school division. Expenditures for construction, operation and maintenance of facilities are provided

through AANDC’s Capital Program and may not be charged to the HCSE budget

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allocation.

In Saskatchewan Region administration is an eligible expenditure for Indirect Services

funding. A maximum of 10% of the subtotal is allowable. Administration is not an eligible expenditure for Direct Services funding in this Region.

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SECTION A: INTERVENTION APPROACH FOR FIRST NATION

SCHOOLS

I. FUNDING RECOGNITION In 2014-2015, the Saskatchewan Region implemented an Intervention Based funding approach for regionally administered direct services for First Nation schools. Under this approach, teachers/specialists with the appropriate training are able to use and interpret assessment instruments to develop Individual Education Plans and the necessary

intervention programs to address the student’s immediate need(s) while awaiting

formal assessments. This approach permits First Nations the flexibility to employ intervention strategies more quickly while awaiting the completion of formal assessments. Under the Intervention based funding approach, formal assessments need to be completed for internal school programming purposes and be available for AANDC on-site reviews. The Saskatchewan Region’s FS-ED 18 and FS-ED 18A policies outline the funding categories for low incidence designated disabilities. The region provides individual funding recognition for students receiving intensive education supports who are identified as: visually impaired (VI), intellectually disabled (ID), orthopedically disabled (OH), chronically ill (CI), multiply disabled (MD) and students who are deaf and hard of hearing (D/HH) as described in the Regulations of The Education Act, 1995. Targeted Behaviour (TB) has also been identified as a funding category by the Saskatchewan Region. The school is required to put in place the supports that reflect the needs of each student who receives the benefit of High Cost Special Education funding:

An Individual Educational Plan (IEP) has been developed with the opportunity for family involvement and implemented by the school team. Opportunity for continual family involvement in the IEP development is essential.

Individualized instruction for a portion of each day in a specialized classroom or has a teacher associate with him/her in the regular classroom. A teacher in charge of High Cost Special Education may be a qualified High Cost Special Education teacher or a teacher working towards High Cost Special Education qualifications and supervised by the High Cost Special Education coordinator or psychologist.

Other additional specialist support is required which could be coordinated by the school.

A multi-system team approach which involves other agencies.

A student’s medical, psychological, or educational assessment of or a combination of these is to be on file at the school.

Technical aides, alternate format materials and special transportation that allow the student access to an education program.

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II. FIRST NATION SCHOOLS DIRECT SERVICES FUNDING

FORMULA Direct Services: PAGC HCSE RMO: Based on the amount received in the previous fiscal year plus 34% of any new funding received in Region ($8.8 million). The full allocation of $8,812,158 is to be placed in the recipient’s agreement with six twelfths being distributed equally amongst the months April to September The remaining portion is to be pooled pending the submission of an acceptable Direct/Indirect RMO Work Plan, (Page 14) due May 15

th and fully completed High Cost Special Education Report (DCI #471989) due July

31st of each fiscal year. The remaining portion when released is to be equally

distributed amongst the remaining months. DEPARTMENT ADMINISTERED FIRST NATION SCHOOLS: ($10.6 million) When calculating the formula below, High Cost Special Education direct services allocations (based on approved designations) related to Band Schools from 2010-2011-2012-2013 were utilized. The total allocation is to be placed in the recipient’s agreement with three tenths of the full allocation to be distributed equally between April, May and June. The remaining portion (seven tenths of the full allocation) to be pooled pending the submission of a fully completed High Cost Special Education Report (DCI #471989) due May 1

st of each fiscal year. The remaining portion when released is to be

equally distributed amongst the remaining months. Formula: Band Schools Direct Services - Department Administered Recipient’s Total HCSE Allocation Based On Approved Designations Before Year End Top Up = Recipient’s % Regional Total Allocation of Department for Fiscal Year Administered Approved Designations Before Year End To Up Recipient’s Fiscal Year % + Fiscal Year % + Fiscal Year % Recipient’s = 3 Year Average % 3 Recipient’s Current Fiscal Year = Recipient’s 3 Year Average % X Free Balance * Total Allocation For Fiscal Year *Current Fiscal Year Free Balance = Regional HCSE Allocation ($28.1 million) – [Indirect Services ($2.4 million + $300,000 PAGC RMO Administration) + PAGC RMO Direct Services ($8.8 million) + Students in Care of ICFS ($3 million) + Provincial Direct Services ($3 million)]

If any Direct Services funding becomes available during the remainder of the fiscal year ( eg. unallocated Provincial Direct Services and/or Direct Services related to Children in Care) it will be equally distributed amongst eligible department administered First Nation School recipient’s based on the recipient’s established 3 year average percent.

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III. FIRST NATION SCHOOLS ON-SITE REVIEW PROCESS

Scheduled on-site reviews of the High Cost Special Education Program will be completed annually at First Nation Schools. The review will be on the fiscal year prior to the current fiscal year. The on-site visit will review student eligibility and review student files which are required to contain referral letters for formal assessments and/or formal assessments, parental permission for designation / specialized programming, program intervention and supports documented in Individual Education Plans. Program expenditures and the program report will also be reviewed. A master list for the report must be available. On-Site Review Preparation: 1. Recipients will be chosen for a compliance review based on triggers/issues with the following: High Cost Special Education Report (DCI 471989); Nominal Roll Data; General Assessment score for Education; Separate schedule for Direct Services in the recipients audited financial statement; previous reviews; anomalies; or on request from a Director of Education or High Cost Special Education Coordinator. The following is a list of documents that will be utilized to prepare for the on-site review: A recipient’s most recent a) High Cost Special Education Program report (DCI #471989), b) High Cost Special Education Program Separate schedule within the recipient’s most recent Consolidated Financial Audit, c) Nominal Roll Report, d) Recipient’s General Assessment Score for Education, e) Information from most recent on-site compliance review. 2. The Region will inform (in writing) the recipients who will receive an on-site review. The recipients will be given the date of the review as well as a detailed list of the documents that should be available for review eg. Master List related to the latest High Cost Special Education Program report, student files, attendance records, informal/formal assessments, Individual Education Plans (IEPs), and financial documentation that demonstrate eligible expenditures, etc. On-Site Review

The “Master list” related to the previous year’s High Cost Special Education Report

(DCI 471989) must be available at the on-site review. This list indicates the names of the students who were reported as receiving programming supports with High Cost Special Education Program funding. A sample of student files from this master list will be selected and reviewed.

Student Eligibility - students receiving the benefit of High Cost Special Education Program are eligible (age, residency, and attendance).

Attendance: - the attendance of all the designated students on the school’s “Master List” will be reviewed. Attendance should be on a register or a print off from the schools data system signed and dated by the home room teacher verifying the data is accurate.

Assessments: · Does the file contain current (within 3 years) formal assessment? · Formal assessment must be in place by the end of the following school year. If formal assessment is being pursued there must be a referral letter (Psychologist or

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family doctor) pursuing a formal assessment on file?

Individual Education Plans: · Are the student’s abilities, needs and interests identified? · Are the long and short term goals and objectives matched to the student’s needs and performance levels? · Are instructional strategies and resources including participation in classroom activities and instruction with adaptations outlined? · Are there behavioral plans that modify and teach appropriate behavior? · Are the behaviors, social skills or personal strategies identified? · Are there accommodations identified to address the student’s emotional and personal needs? · Are First Nation traditional/cultural values respected and included where appropriate? · Are interventions or services listed? · Is the amount of teacher aide support given to the student listed? · Is there an assignment of responsibility for carrying out the plan? · Is interagency support listed? · Are the parents/guardians given an opportunity to collaborate with school personnel parents/guardians in the development of the IEP? · Is the IEP signed by parents/guardians? · Is how the student’s progress to be reviewed listed? · Is there an indication of on-going evaluation and revision?

Resources - The following information will be considered while reviewing the IEP: · Any direct therapy provided to the child or family by a trained therapist, mental health worker, Elder, or traditional teacher/healer should be included on the IEP. · Implementation of appropriate technology/equipment or use of alternate format materials.

Supporting Documentation - The following information will be considered: · Are the appropriate tests, assessment reports, medical results, available and kept in a secure place on site? Is the supporting documentation recent (within three years) and is an update necessary for funding continuation? Appropriate financial data (general ledger sheets, receipts, paid invoices etc).

Compliance Review Results: A recipient will receive a written copy of the findings of an on-site compliance review within 30 days of the review. The information will outline: - the number of student files reviewed, - the number of student files with current formal assessments, - the number of current Individual Education Plans with parental/guardian involvement (signatures), -any noted ineligible expenditures. -the amount of a recovery if a recovery is required.

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IV. APPEAL PROCESS

If the recipient is does not agree that the funding allocation accurately reflects their 3 year funding averaged percent of the free balance of direct services for the fiscal year an appeal is to be made in writing and should contain the following information: · name of the recipient, and · reason for appeal. The deadline for appeals is 60 days after the beginning of the fiscal year. Funding appeals should be submitted to the district/budget center manager. Appeals may progress to the Director of Funding Services or to the Associate Regional Director General until the matter is resolved.

V. PARTNERSHIPS The Saskatchewan Region does not recognize Group Homes as residential treatment centres and will not fund group homes directly. Students who reside in group homes may qualify for High Cost Special Education funding if an application is made by personnel of the school/school division and the student meets the criteria as outlined in Section B of this document.

VI. INDIRECT SERVICES

The National High Cost Special Education Program outlines what information is

required in an annual application for Indirect Services. Independent First Nations, Education Authorities, and Tribal Councils will submit an annual Indirect Service

application by May 15th

to the Saskatchewan Region. The Saskatchewan Region has developed an application format for Indirect Services (Page 10). 100% High Cost

Special Education RMO Annual Work Plan is due May 15th

(Page 14).

Tribal Councils play an important role in supporting schools by providing professional and consultative services such as education psychologists, speech and language therapists etc. Professional development and other instructional support including: information and self-teaching materials for teachers, para-professionals and parents/guardians are eligible expenses under Indirect Services. As the administering organization, the Saskatchewan region believes this is the most efficient and cost effective way of managing these expenditures. Funding of indirect services is based on a percentage of the annual regional allocation for participating First Nation schools as established in the annual Education Management Regime. High Cost Special Education RMO’s, Tribal Councils/Education Authorities, and Unaffiliated (Independent) First Nations are eligible for indirect service delivery funding in the Saskatchewan Region.

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Formula A + B – (C + D) + E = Indirect Services A =The base amount: Using September 2011 Nominal Roll data, $40,000 is allocated per community (with a school to a maximum of 5), thereafter, $10,000 is allocated per community (with a school over 5) B = 4% of the Band School Funding components (Band Instruction, Enhanced Teacher Salaries and Low Cost Education (September 2011 Nominal Roll). C = 2.5% of the Band School Funding components (Band Instruction, Enhanced Teacher Salaries and Low Cost Education (September 2011 Nominal Roll) D = 2012-2013 Education Second Level Services Core Amounts for each Tribal Council/Education Authority E = The adjustment factor that maintains High Cost Special Education Indirect Services to $2.4 million.

When membership changes within a Tribal Council/Education Authority, allocations for all recipients are impacted and therefore, the Department must be notified in writing of

any membership changes by December 31st

. At the beginning of each fiscal year, 100% of Indirect Services funding is released and distributed in equal monthly installments.

Indirect Services Applications High Cost Special Education RMO’s, Tribal Councils/Education Authorities and Unaffiliated (Independent) First Nations are eligible to submit an application for indirect service delivery funding in the Saskatchewan Region. The Indirect Service Application for Independent First Nations, Education Authorities and Tribal Councils (Appendix B) and the High Cost Special Education RMO’s Direct and Indirect Services Work Plan

(Appendix E) is due May 15th

. In the event that an Indirect Services application is not submitted by July 31

st, the

Regional staff will take action, resulting in the pooling/halting of funds.

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High Cost Special Education Program (HCSE)

Annual Indirect Service Delivery Application

for the 20___ - 20___ School Year

Due: May 15th

Tribal Council/Unaffiliated First Nation

__ A clear statement of work consistent with the terms and conditions of the HCSE program is enclosed. __ A detailed description of the proposed High Cost Special Education programs and services with a listing of budget breakdown have been enclosed.

__ The applicant agrees to ensure that if authority or funding pursuant to the HCSE is delegated/transferred to an agency, the applicant shall ensure that the agency will provide to the applicant all the necessary documentation as required in the funding arrangement.

The applicant agrees to provide

__ AANDC with financial and program reports no less frequently than once a year.

__ AANDC officials the opportunity for program compliance review at least once during the year.

__ AANDC officials access to relevant documents on the premises of the First Nation or Tribal Council

On behalf of the _________________________________________ I am

Tribal Council/Unaffiliated First Nation

submitting the Annual Indirect Service Delivery Application.

__________________________________ _______________________________

Name Position

__________________________________

Signature Email address

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Annual Indirect Service Delivery Application Page 2 out of 4 Describe in Detail the Overall Goals and Objectives of the High Cost Special

Education Program Indirect Service Delivery: (Indirect services may include: supporting band-operated schools with the design and implementation of programs and services; professional development and other instructional support including information and self-teaching materials for teachers, aides and parents; conducting research to adapt or develop approaches to High Cost Special Education that are appropriate to First Nations; hiring or contracting for professional services such as education psychologists or speech and language therapists; developing relevant teaching materials and equipment; supporting improved coordination with other community programs such as Early Childhood Development (e.g. Head Start, Child Care) and FAE/FAS programs)

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Annual Indirect Service Delivery Application Page 3 out of 4 For each position that will provide indirect service delivery for the High Cost

Special Education Program provide the following: Position Title: Job Description: Specific Goals & Objectives: Salary & Benefit Costs: Travel Costs: Professional Development Costs: Materials/Administration Support Costs: Other Costs:

Total Cost:

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Annual Indirect Service Delivery Application Page 4 out of 4 For each specific activity that supports First Nations schools and community

members with the design and implementation of High Cost Special Education

programs and services include the following: Specific Activity: Objectives of Activity: Target Group: Number of Participants: Location of Activity: Detailed Costing of Activity:

Total Cost:

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High Cost Special Education Program

100% Regional Management Organization

Annual Work Plan

for the 20___ - 20___ Fiscal Year

Due Annually May 15th

Recipient Name: _________________________________________________

Mailing Address: _________________________________________________

Contact Information:

Name: __________________________________________________________

Title: ___________________________________________________________

Mailing Address: _________________________________________________

Telephone: ___________________________

Fax: _________________________________

Email Address:

___________________________________________________

Annual Work Plan should include the following Information:

1. A copy of the Management Framework outlining the Governance Structure of the High Cost Special Education Program Regional Management Organization (HCSE RMO).

2. A list of Member First Nations and a list of the First Nation schools/delivery

organizations where High Cost Special Education funding is allocated and services are provided and the projected number of designated students benefitting from High Cost Special Education Program funding.

3. A copy of the RMO’s High Cost Special Education Policy/Guidelines for the

current fiscal year Please note that the High Cost Special Education Policy must include a provision for parents to appeal the IEP process, outline the roles and responsibilities of the PAGC HCSE RMO and it member First Nations and include an evaluation component.

4. A description of the proposed Direct Services activities and the related budget items by activity.

5. A description of the proposed Indirect Services activities and the related budget items by activity.

6. Where the HCSE RMO is providing funding directly to member First

Nations, a copy of the signed sub agreements for the current fiscal year. I am submitting the Annual High Cost Special Education Program Work Plan and required documents: ___________________________________ _________________________________

Name Position ________________________________ _____________________ Signature Date

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I. Member First Nations - Participating Schools/Delivery Organizations - Projected Number of High Cost Students

Name of First Nation

Name of School/Delivery Organization

Projected Number of High Cost Students

Benefitting from High Cost Special

Education Funding

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II. Type of Services Planned: (Complete the following information for each type of service planned)

Direct Services: High Cost Special Education Teacher, Individual Teacher Aide/ Para-professional Workers, Instructional/Resource Materials, Services Provided by Elder/Mentoring/Cultural Services, Assistive Technologies/Equipment, Guidance/Counseling/Social Work Services, Professional Assessments/Developing and Monitoring of IEP’s, Educational Psychological Services, Speech/language Services, Occupational Therapy, Physical Therapy, Tuition Fees (Tuition Top Ups), Transportation, Accommodation.

Indirect Services: High Cost Special Education Teacher, Individual Teacher Aide/ Para-professional Workers, Purchase of Instructional/Resource Materials, Aboriginal /Elders providing mentoring, tutoring, cultural programs and services, Assistive Technologies/Equipment, Guidance/Counseling/Social Work Services, Professional Assessment Services, Educational Psychological Services, Speech/language Services, Occupational Therapy, Physical Therapy, Information Services, Professional Development, Administration, Other (Specify).

Complete a Separate page 4 for each service provided under Direct & Indirect Services.

1. Type of Service:

Check Direct or Indirect - List the Service

2. Description of Activities Planned:

What is the proposed use of the funding for the service listed? Will personnel be hired? Will specific programs be put in place?

3. Description of expected results:

Be specific. The results should connect to what was planned in the activity.

4. Budget Section:

List the expense, the amount expended and an explanation for each expense (include formulas if required).

5. Use the individual page 4 as many times as necessary to complete all the required services for both Direct and Indirect HCSE funding. Please ensure that administration is covered under Indirect Services. If “other” is chosen – details must be provided.

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Type of Service: Direct Indirect Service:

Description of Activities Planned:

Description of Expected Results:

Type of Expense RMO Budget

First

Nations

Budget

Funds

Expected

from Other

Sources

Total

Explanation

Total Amounts

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IV. FINANCIAL INFORMATION (Total of All Services/Activities Planned)

Direct Services

Type of Services RMO

Budget

First

Nations

Budget

Funds

Expected

from Other

Sources

Total

Explanation

High Cost Special Education

Teacher

Individual Teacher Aide/ Para-

professional Workers

Instructional/Resource

Materials

Services Provided by Elder

(Mentoring/Cultural Programs)

Assistive

Technologies/Equipment

Guidance/Counseling/Social

work Services

Professional

Assessments/Developing and

Monitoring of IEP’s

Education Psychological

Services

Speech/Language Services

Occupational Therapy

Physical Therapy

Tuition Fees (Tuition Top Ups)

Transportation

Accommodation

TOTAL - Direct Services

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Indirect Services

Type of Services RMO

Expenditures

Funding

to First

Nations

Funds

Secured

from

Other

Sources

Total

Funding Explanation

High Cost Special

Education Teacher

Individual Teacher Aide/

Paraprofessional Worker

Purchase of Instructional /

Resource Materials

Aboriginal/Elders

providing Mentoring,

Tutoring, Cultural

Programs and Services

Assistive

Technologies/Equipment

Guidance/Counseling/

Social Work Services

Professional Assessment

Services

Educational Psychological

Services

Speech/Language Services

Occupational Therapy

Physical Therapy

Information Services

Professional Development

Administration

Other (Specify)

TOTAL - Indirect Services

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VII. ANNUAL REPORTING

Recipients receiving High Cost Special Education Direct Services funding will report on the High Cost Special Education Program Report DCI #471989 due annually on

May 1st

. Where the funding relationship for provincial tuition is between the provincial School Division and the First Nation, the provincial school division must forward the completed High Cost Special Education Program Report related to those High Cost Special Education students residing on reserve and benefiting from High Cost Special Education funding to the First Nation for inclusion within their High Cost Special Education Program report.

High Cost Special Education RMO’s, Tribal Councils, Education Authorities receiving

High Cost Special Education Indirect Services funding will report annually on July 31st

using the High Cost Special Education Program Report DCI # 471989. For Independent First Nations receiving both Direct and Indirect Services funding, the default due date of May 1

st is utilized for reporting.

The High Cost Special Education Program Report DCI 471989 must be submitted on the fillable smart pdf form for the appropriate fiscal year. Flat/scanned copies will not be accepted.

New Items: 1) When the 2016-2017 High Cost Special Education Report has been accepted, the data from the accepted report can be rolled-over into a pre-populated 2017-2018 HCSE Report. The roll-over of data can be done by Region or by a recipient with access to the Department Portal. 2) Recipients with access to the portal will be able to complete the 2017-2018 HCSE report online, working similarly to how Nominal Roll is completed online.

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SECTION B: ASSESSMENT BASED FUNDING APPROACH –

PROVINCIAL SCHOOLS

I. FUNDING RECOGNITION The Saskatchewan Region’s FS-ED 18 and FS-ED 18A policies outline the funding categories for low incidence designated disabilities. The region provides individual funding recognition for students receiving intensive education supports who are identified as: visually impaired (VI), intellectually disabled (ID), orthopedically disabled (OH), chronically ill (CI), multiply disabled (MD) and students who are deaf and hard of hearing (D/HH) as described in the Regulations of The Education Act, 1995. Targeted Behaviour (TB) has also been identified as a funding category by the Saskatchewan Region. For each student who meets the designation criteria and for whom the school/school division provides an intensive High Cost Special Education program, the First Nation is recognized for high cost funding. Funding for technical aids and special transportation costs may be provided to approved designated students.

Direct Service Delivery

The Saskatchewan Region’s annual management regime establishes the rates available for Level 1, Level 2, and Targeted Behaviour for provincial schools.

Designated Student Funding

Level I Funding is available provided that:

An Individual Educational Plan (IEP) has been developed with the opportunity for family involvement and implemented by the school team. Opportunity for continual family involvement in the IEP development is essential.

A student is receiving individualized support or appropriate resources.

A teacher in charge of High Cost Special Education is involved with developing, monitoring and implementing the IEP. A teacher in charge of High Cost Special Education may be a qualified High Cost Special Education teacher or a teacher working towards High Cost Special Education qualifications and supervised by the High Cost Special Education coordinator or psychologist.

A medical, psychological, or educational assessment or a combination of these is submitted to support the request.

The following designated disabilities are considered for Level I funding:

Visual Disability

Deaf and Hard of Hearing

Intellectual Disability

Orthopedic Disability

Chronic Illness

Level II Funding is available provided that:

An Individual Educational Plan (IEP) has been developed with the opportunity for family involvement and implemented by the school team. Opportunity for continual family involvement in the IEP development is

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essential.

A student is receiving individualized instruction for the entire day in a specialized classroom or has a teacher associate with him/her in the regular classroom.

Other additional specialist support is required which could be coordinated by the school.

Special support is significantly beyond the level of program intensity considered for Level I support.

Students who are profoundly multi-handicapped, deaf, blind, or with the most profound emotional/behavioral disorders requiring a multi-system team approach which involves other agencies. A teacher in charge of High Cost Special Education is involved with developing, monitoring and implementing the IEP. A teacher in charge of High Cost Special Education may be a qualified High Cost Special Education teacher, or a teacher working towards High Cost Special Education qualifications and supervised by the High Cost Special Education coordinator or psychologist.

A medical, psychological, or educational assessment or a combination of these is submitted to support the request.

The following disabled conditions are considered for

Level II funding:

Combination of two or more severe handicaps which result in: -severe multiple learning problems; and -developmental and/or behaviour problems. Dual designations should not be in a segregated behavioral program unless it is clearly shown it would be beneficial for that student.

Please note that due to funding limitations, level two funding has not been available for students with a dual (regular/behaviour) designation.

Severe mental handicap compounded by a severe physical handicap to the extent that the student cannot respond to the usual instructional techniques as provided in High Cost Special Education Programs for the mentally or physically handicapped.

5

Funding for technical aides, alternate format materials and transportation may be

available provided that:

The request is directly related to a student’s needs.

Appropriate documentation is submitted to support the request

See details on page 26.

Continuous Funding for Designated Students

High Cost Special Education funding is conditional on the designated student(s) being in attendance at least 50% of the time and participating in a High Cost Special Education program. Designated Pupil Funding may be continued from year to year. Continuous funding for the upcoming school year will be put in place for designated

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students listed on the Regional High Cost Special Education spreadsheets.

Fractional Funding for Designated Students High Cost Special Education funding should follow the designated student to another Provincial school as long as the student remains eligible for funding and is benefitting from a High Cost Special Education program. To provide for this transfer of funding, AANDC should be informed of service start and end dates for any designated student

that has transferred to a different Provincial school during the school term. The

Student Transfer form (Page 31) should be used to notify AANDC of designated

student transfers in and out of programming or the school.

Fractional funding for a designated student for the time period that the High Cost Special Education program was provided may be available provided that the student is eligible for funding and funding is available. The High Cost Special Education documentation process includes identification of registration dates and determination of funding eligibility. Service start dates for which the program was provided and at which level will need to be identified on the application form.

Targeted Behaviour Program Funding

Targeted Behaviour Program Funding is available provided that a complete

school wide behaviour program plan with the following information has been

submitted by May 15th

.

Descriptions of school-wide program plan designed using a team

approach and using the principles of an inclusive model; include staffing, interventions, programming, resources and support, monitoring and evaluation

An indication that a formal assessment (medical, psychological and/or educational) will be completed for programming purposes and Individual Educational/Behaviour Plan (IEP/BIP) will be developed and implemented with the opportunity for family involvement. The formal assessments and the IEP/BIP’s are available for review by the Education Program Review Officer during the on-site review.

Refer to page 30 for more details.

Planned targeted behaviour programming should be in place for students who:

have persistent problems that are not the result of a particular situation or context; and/or

display behaviour so profoundly inappropriate that it seriously interferes with the educational process and progress of self and/or others; and/or

exhibit behaviours that differ markedly and chronically from current social,

ATTENDANCE If a student has less than 50% attendance in a period of two consecutive months, then the student’s high cost funding will cease. Students that have been removed due to poor attendance will have funding reinstated at their previous level if attendance documentation is submitted and supports that their attendance has been at least 50% for a period of two consecutive months. Retroactive funding will not be available upon reinstatement.

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cultural, community, or age appropriate standards.

Targeted Behaviour Funding Available: For the first three students designated as Targeted Behaviour in a school three Level One high cost rates as outlined in the annual management regime will be put in place. A $30,000 program grant will be put in place when the fourth Targeted Behaviour child is designated in the same school. A second $30,000 grant will be put in place once the eleventh child is designated

in the Targeted Behaviour program at the same school. Once a program grant(s) has been

established, funding will not decrease if one or more designated behaviour student(s)

withdraws or transfers to another school. If the maximum funding is not in place, students can

be added to the program and funding adjusted up to the maximum ($92,400).

For eligible students who are federally funded and attend a provincial school, funding will be reimbursed according to the actual documented cost up to the maximum amount available to First Nation schools.

Funding Chart Example: # of Students Designated Funding

1 Level 1 2 Level 1 3 Level 1 4-10 $30,000

11+ $30,000

Partnerships

The Saskatchewan region does not recognize Group Homes as residential treatment centers and will not fund group homes directly. Students who reside in group homes may qualify for High Cost Special Education funding if an application is made by personnel of the school/school division and the student meets the criteria as outlined in Section VIII of this document.

II. APPLICATION PROCESS FOR PROVINCIAL SCHOOLS

Direct Service Funding Funding for Direct Service Delivery will be put in place at the beginning of the school year and will be based on:

a) the number of designated students who are approved for funding beyond June 30

th and who are expected to return in the next school term.

b) a current school wide behaviour program plan is in place. The school wide behaviour plan is due May 15

th. If there are no or minimal changes to the plan

on file at the department an email can be submitted by May 15th indicating the

behaviour plan is still in effect. Once the new school year funding is in place for the beginning of September, funding adjustments will be made during the school year to allow for student transfers, new applications, and/or technical aides/transportation approvals. The regional office will submit allocation/adjustments to the district Funding Services Officers for action at the end of November, the end of January when the high cost nominal roll cross-check process is completed, and for the beginning of the new fiscal year agreements (April 1

st).

A High Cost Special Education policy should be in place. An appeal process that

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provides the beneficiary with the opportunity for an objective, independent review of the administering authority’s program decision(s) should be included in the policy.

III. APPLICATION PROCESS FOR STUDENTS NOT PREVIOUSLY

DESIGNATED

Applications for Designation may be submitted at any time. Parental/guardian written/documented oral consent must be obtained prior to a thorough diagnostic study by any professionals.

Applications for Designation (Page 32) must include the following information:

Identifying Information (i.e. student’s legal full name, Indian registry number, birth date, gender, parent/guardian etc.);

Background (academic history, medical information, attendance, previous testing/assessment, etc.);

The regionally determined high-cost funding category that is being sought;

Description of Presenting Problem/Current Level of Performance (i.e. academic and behavior);

Intervention planned;

An indication that an individual education plan has been established;

Funding level requested;

Other unique circumstances;

Parent/Guardian signature;

Current (within 3 years) Formal Assessment;

Start date of High Cost Special Education programming/supports;

Personnel/Supports in place.

The following criteria will be utilized by the Saskatchewan Region to review applications and approve funding.

Visual Disability (VI) when a medical practitioner certifies that the pupil: (a) has a measured loss of central visual acuity that may vary from blindness to

20/70 or less in a better eye with correction; or (b) has a field vision no greater that 20 degrees at the widest diameter.

Deaf and Hard of Hearing (D/HH) when an audiological assessment, by a qualified person acceptable to AANDC, certifies that the pupil has:

(a) a hearing loss in which the unaided average of the three most severe of the following frequencies, 250, 500, 1000, 2000, 4000 Hertz is greater than 34 decibels in the better ear; or (b) a unilateral loss in which the unaided difference between the affected and unaffected ear is 50 decibels or more and there is a significant delay in speech and language.

Intellectual Disability (ID) when an individual who is acceptable to AANDC and who is qualified to conduct individual psychological assessments certifies that the pupil: (a) scored at least three standard deviations below the mean on an individual standardized test of mental ability (Full Scale IQ of 59 or less); and (b) demonstrates a deficit in adaptive behaviors, as measured by an approved individual measures of adaptive behavior.

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(AANDC recognizes that assessment instruments are indicators and may not be culturally appropriate for First Nation people.)

Orthopedic Disability (OH) when a duly qualified medical practitioner certifies that the pupil has an identified physical condition that; (a) adversely affect his/her educational performance; (b) seriously restricts the pupil’s mobility within the learning environment; (c) seriously limits the pupils’ self-help activities; (d) limits the use of conventional transportation; or (e) requires specialized technological aids.

Chronic Illness (CI) when a duly qualified practitioner certifies: (a) that the pupil requires medical procedures, excluding the administration of medication, to ensure the health and safety of the pupil while in school;

(b) that the pupil’s attendance will be limited because the condition adversely affects the pupil’s health; or (c) The pupil’s educational performance will be adversely affected by his or her medical condition.

Severe Multiple Disability (MD) when an assessment, acceptable to AANDC, confirms that the pupil has concomitant recognized disabilities of the types described in this section.

TECHNICAL AIDS/ALTERNATE FORMAT MATERIALS/TRANSPORTATION Funding is available under the HCSE to assist schools/school divisions with the purchase of technical aids, alternate format materials and transportation that allow students with low incidence designated disabilities to gain access to the education program. Prior written approval from AANDC and proof of purchase are required before the cost is recognized. See Appendix D for the appropriate application form for Technical Aids/Alternate Materials/Transportation.

The following criteria will be utilized by the Saskatchewan Region when considering applications for funding approval:

Technical Aids

(a)The technical aid is to assist a student who is designated with the

following disabilities: visual impairment, orthopedic handicap, deaf and hard of

hearing, chronic illness, intellectual disability or multiple disabilities. The technical aid must assist the student in accessing the educational program

in a way that is not otherwise available. (b)Software that enables the user to access the computer hardware would be

considered as a technical aid. Technical aid funding is not available for the purchase of other software/apps.

(c)The use of the technical aid must be reflected in the students Individual Education Program.

(d)The application must include an appropriate qualified professional assessment and ongoing maintenance of the equipment.

(e)Technical Aids funding does not cover maintenance contracts and repairs, extended warranty and insurance coverage.

(f)When technical aids/specialized equipment purchased under this policy are no

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longer in use by the designated student, AANDC should be notified so the technical aid/equipment may be reallocated as required.

Alternate Format Materials -Students with print disabilities are those who, because of a disability, cannot use regular print and therefore require learning materials in alternate format (e.g. , Braille, large print or audio tape) in order to gain access to the required curriculum.

Transportation for Students with Disabilities - Students with disabilities may require transportation to allow their participation in an educational program. Special transportation arrangements may involve additional costs. If parents/guardians are required to transport their child to the school, the Saskatchewan Region will provide the

higher amount: $2,000 per school year or 17 cents/kilometre for two round trips (home-school-home) per day. The maximum amount allowable for transportation for students with disabilities is $5,000/per student per school year.

IV. APPEAL PROCESS When applications are received at the regional office, they are reviewed and a funding decision is made. A response is prepared in the form of a letter/written response; and it is returned to the person who submitted the request with a copy to the Director of Education/High Cost Special Education Coordinator. If the school/school division is not satisfied with the funding decision for High Cost Special Education application, then they may appeal the decision. The appeal is to be made in writing and should contain the following information:

name of the school;

name of the principal;

name of the resource teacher;

full legal name of the student;

student’s nominal roll identification number;’

student’s age and grade;

funding level and funding category requested; and

reason for appeal.

The deadline for appeals are:

September 30th for those applications received by May 30

th

30 days after receipt of the response to an application request.

Funding appeals should be submitted to the district/budget center manager. Appeals may progress to the Director of Funding Services or to the Associate Regional Director General until the matter is resolved. The following information is being provided in order to help clarify why an application may not be approved for funding:

insufficient information or inconsistency on the application, IEP, or supporting documentation;

intervention provided is insufficient to support the identified special challenges in terms of student specific outcomes.

no parental involvement in the IEP, or signatures on Application/Report;

missing information in any of the following areas, symptoms, resources, intervention or outcomes;

no indication or evidence that the information or conditions equate to the

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funding level requested

no supporting documentation.

V: ON-SITE REVIEW PROCESS

An on-site review of the High Cost Special Education process will be completed annually at Provincial Schools/school divisions/residential treatment centers. The on-site visit may assist with a review of the funding process, and observe, monitor and assess program intervention and supports. Reviews will be done on the current fiscal year information.

The following is a checklist of items that may be reviewed and assessed:

Attendance Check - that students approved for funding under the HCSE program demonstrate at least 50% attendance in a two consecutive month period.

Intervention - the following will be considered while reviewing IEPs for the regular high cost and targeted behaviour designations (if applicable):

Are the student’s abilities, needs and interests identified?

Is there assessment data or a concrete measure of potential available?

Are the long and short term goals and objectives matched to the student’s needs and performance levels?

Are instructional strategies and resources including participation in classroom activities and instruction with adaptations outlined?

Are there behavioral plans that modify and teach appropriate behavior?

Are the behaviors, social skills or personal strategies identified?

Are there accommodations identified to address the student’s emotional and personal needs?

Are First Nation traditional/cultural values respected and included where appropriate?

Does the IEP provide information on interventions or services?

Does the IEP indicate how much teacher aide support is given to the student?

Is there an assignment of responsibility for carrying out the plan?

Does the identified team member who is developing the plan include interagency support?

Are the parents/guardians given an opportunity to collaborate with school personnel parents/guardians in the development of the IEP?

Is the IEP signed by parents/guardians?

Does the IEP provide information on how the student’s progress will be reviewed?

Is there an indication of on-going evaluation and revision?

Resources - The following information will be considered while reviewing the IEP:

Provisions of appropriate support services by qualified personnel (i.e.: Educational Psychologist, High Cost Special Education Coordinator etc.).

Identification of a clinician’s active involvement as part of the High Cost Special Education support team.

Any direct therapy provided to the child or family by a trained therapist, mental health worker, Elder, or traditional teacher/healer

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should be included on the IEP.

Is the school involved in an interagency approach (i.e. Health Services, Child and Family Services, Youth Justice, etc.) and how support is provided?

Implementation of appropriate technology and equipment.

Satisfaction that the school supports match the funding level provided.

Supporting Documentation - The following information will be considered:

Are the appropriate tests, assessment reports, medical results, available and kept in a secure place on site, for how long?

Is the supporting documentation recent (within three years) and is an update necessary for funding continuation?

The targeted behaviour school wide program plan is available for review along with supporting documentation that demonstrates the identification, assessment, and monitoring procedures of the students in the program.

VI. ANNUAL REPORTING

Recipients receiving High Cost Special Education Direct Services funding will report on the High Cost Special Education Program Report DCI #471989 due annually on

May 1st

. Where the funding relationship for provincial tuition is between the provincial School Division and the First Nation, the provincial school division must forward the completed High Cost Special Education Program Report related to those students residing on reserve and benefiting from High Cost Special Education funding to the First Nation for inclusion within their High Cost Special Education Program report. The High Cost Special Education Report (DCI 471989) must be submitted on the smart fillable pdf form for the correct fiscal year. Flat/scanned reports will not be accepted.

Paperwork (Applications for Designations, Transfer Forms and Applications for Tech Aides/Alternate Format Materials/Transportation) must be submitted electronically. These documents should be e-mailed to: SKeducation@aandc-aadnc.gc.ca . In the subject line of the email list the following information: HCSE/ School Division/School Name/ Fiscal Year/ Type of Form. I.e.) HCSE / Concord School Division / John Sayers School / 2017-2018 / Transfer In

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VII. SCHOOL-WIDE TARGETED BEHAVIOUR PLAN The School-wide Behaviour Plan (due May 15th) should contain the following information:

I.Vision and/or Mission Statement of the Program:

II.Discipline Policy:

School climate

School-wide discipline strategies and interventions

III.Student Identification and Category of Behaviours:

Selection process for students in the programming

Assessment procedure (if applicable)

Establishing school-wide program components and interventions

IV.Program Components:

Program administration (who is responsible for what)

Model/type - inclusive or combination (i.e. Pull-out for program and/or service)

Programming/Services - description and schedule (indicate hours per week)and include applicable staffing associated with character education, mentoring programs, life skills instruction, anger management programs, social skills instruction, drug & alcohol addictions counseling, anti-bullying education, mental health counseling, violence prevention programs etc.

Team meetings (frequency of meetings, recommendation follow-up procedures)

Behaviour Intervention Plan (BIP) development

Modified programming or regular course credits,

Classroom learning strategies, supports, interventions

Work training

Parental/community involvement

V. Resources, Supports & Partnerships: (school supports, outside supports,

home supports)

Resources to address risk issues

Parental involvement

Community partnerships/supports

Utilization of Tribal Council’s/Independent First Nation’s indirect services

VI. Monitoring and Evaluation of Program:

Record of students accessing program/services

Record of Communication with parents-Record of student behaviour (behaviour checklists, contracts, parental involvement, self-monitoring etc.)

If the School Wide Targeted Behaviour Plan from the previous year is still in use, submit an email indicating that the school wide plan from which fiscal year/school year is still in place and being used. If there have been some major changes to the methodology or programs in the Behaviour Plan but the majority of the plan is still in use, submit a write up of the changes by May 15

th.

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DESIGNATED STUDENT TRANSFER FORM In Out

Name of Student: (Given, Middle and Last Name)

Indian Registry Number:

Birth date: ( ) ( ) ( ) Male: Female: Month Day Year

Name of School Student has Transferred From:

School Name &Tribal Council/ School Division (if applicable)

Last Day Student Attended / Received Programming: ( ) ( ) ( ) Month Day Year

Name of School Student has Transferred To:

School Name & Tribal Council/School Division (if applicable)

Student Resides on First Nation

First Day of Attendance (Current Year): ( ) ( ) ( ) Month Day Year

Eligible High Cost Special Education Program/Service Start Date: ): ( ) ( )

( ) Month Day Year

Personnel/Support(s) Given:

Submitted by: Name:

Email:

Date:

Graduated From TB Add to TB Remove: Transferred Out Regular High Cost Designation Remove: Less than 50% attendance

Additional Comments:

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APPLICATION FOR DESIGNATION

Name of Student: (Given, Middle and Last Name)

Indian Registry Number:

Birth date: ( ) ( ) ( ) Male: Female: Month Day Year

Name of Parent / Guardian :

Name of School:

Tribal Council/School Division (if applicable):

Student Resides on First Nation

First Day of Attendance (Current Year): ( ) ( ) ( ) Month Day Year

Provide “actual/possible” days of attendance by month Aug / Sept / Oct / Nov / Dec /

Jan / Feb / March / Apr / May / June /

Personnel/Supports in place:

Date Supports First Put in Place for Student: ( ) ( ) ( ) Month Day Year

An Individual Education Plan has been developed in collaboration with and

signed by the parents/guardian.

Date Implemented: ( ) ( ) ( ) Review Dates: Month Day Year

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APPLICATION FOR DESIGNATED STUDENT FUNDING Page 2 of 3

Description of Present Problem/Current Level of Performance

Disability: (All data must be accurate and current assessment must be submitted

with the application.)

Visual Disability (VI)

Deaf and Hard of Hearing (HI)

Intellectual Disability (ID) Test Results: Test: Date: ( ) ( ) ( ) Month Day Year Full Scale IQ Score:

Orthopedic Disability (OH)

Chronic Illness (CI)

Severe Multiple Disability (MD)

Intervention Planned:

Requesting Level One Funding

Change in Level of Funding

Requesting Level Two Funding

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APPLICATION FOR DESIGNATED FUNDING Page 3 0f 3

The summary information given indicates that a file is in place at the school level

and can be seen upon request. Information given is confidential and should be

treated with respect. The following people are in agreement that this student

requires the program listed above and will ensure that programming is in place.

Students name:

Parent: Date Signed:

Educational Psychologist: Date Signed:

(if applicable)

Principal:

High Cost Special Education Teacher:

Email Address:

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APPLICATION FOR TECHNICAL AIDS/ALTERNATE FORMAT

MATERIALS AND SPECIAL TRANSPORTATION

Name of Student: (Given, Middle and Last Name)

Indian Registry Number:

Birth date: ( ) ( ) ( ) Male: Female: Month Day Year

Designation:

Name of School:

Tribal Council/School Division (if applicable):

Student Resides on First Nation

Funding Request For:

Technical Aid (If requesting more than one item list each item and the price.)

Technical Aid(s) Being Requested: Total Cost:

Alternate Format Materials (If requesting more than one item list each item and the

price.)

Materials Being Requested: Total Cost:

Transportation:

Kilometers Traveled for One Round Trip:

(Home-School-Home) Km 2 Round Trips x 17 cents per kilometre = $

37

APPLICATION FOR TECHNICAL AIDS/ALTERNATE FORMAT MATERIALS AND SPECIAL TRANSPORTATION Page 2 of 2

Rationale for Request:

For Technical Aids and Alternate Format Materials submit the current assessment from the next level of

assessor who has recommended these items.

For a transportation request provide the rationale for why the student cannot take the regular bus.

Students name:

Parent Signature: Date Signed:

Principal:

High Cost Special Education Teacher:

Email address:

High Cost Special Education Coordinator (if applicable):

Email address: