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Special Education Monitoring Event # 3339 September 15, 2014

Special Education Monitoring Event # 3339 September 15, 2014. Agenda. Foster Care Students RF Tracker PBM and RF Staging for Interventions Frequency and Duration Nonpublic Placements. Foster Care Students. RF Tracker.

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Special Education Monitoring Event # 3339 September 15, 2014

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  1. Special Education MonitoringEvent # 3339September 15, 2014

  2. Agenda • Foster Care Students • RF Tracker • PBM and RF Staging for Interventions • Frequency and Duration • Nonpublic Placements

  3. Foster Care Students

  4. RF Tracker • A To the Administrator Addressed letter was sent to districts and charter schools on Monday, September 8, 2014, announcing that the RF tracker was open. • November 14, 2014 is the deadline for having initial data entry completed.

  5. RF Tracker RF students are students with disabilities who reside in a residential facility.

  6. RF Tracker • Students who received an end-of-year event at the end of the 2013-2014 year were rolled over into the 2014-2015 year. Make any updates to students’ and facilities’ information. • Delete any student who no longer resides at the RF. • Enter any new students residing in RFs, and continue to enter new students.

  7. PBM and RF Staging for Interventions

  8. PBM Staging

  9. Changes in RF Staging Minimum Criteria for Evaluation At least 6 students in the LEA who reside in an RF more than 30 days

  10. Changes in RF Staging Calculations from RF Tracker • Least Restrictive Environment % of RF students in instructional arrangements of 86, 96, 01, 02, 30, 43, 44, 84, 85, 94, 95 • % of RF students receiving a full school day • % of RF students receiving less than half of the full school day

  11. Changes in RF Staging Students who reside in a facility where they cannot leave due to detention, corrections or security personnel and mechanical barriers such as cells, secured windows and doors, and/locked fences are not counted in the LRE calculation.

  12. Percentages for full school day are converted to a value. ( 1-10) If % is: • greater than 99 = 10 points • greater than greater than 89, but less than 99 = 9 • greater than 79, but less than 89 = 8 • Greater than 69, but less than 79 = 7 • greater than 59, but less than 69 =6 • greater than 49, but less than 59 =5 • greater than 39, but less than 49 = 4 • greater than 29, but less than 39 = 3 • greater than 19, but less than 29 = 2 • greater than 9, but less than 19 = 1 • less than 9 = 0

  13. Percentages for LRE and less than half a school day is converted to a value. If % is • greater than 99 = 0 points • greater than greater than 89, but less than 99 = 1 • greater than 79, but less than 89 = 2 • Greater than 69, but less than 79 = 3 • greater than 59, but less than 69 =4 • greater than 49, but less than 59 =5 • greater than 39, but less than 49 = 6 • greater than 29, but less than 39 = 7 • greater than 19, but less than 29 = 8 • greater than 9, but less than 19 = 9 • less than 9 = 10

  14. Changes in RF Staging Data Integrity LEA completed end-of-year RF Tracker data entry by closing date and did not have to re-enter RFT to make corrections

  15. Value of LRE + Value of full day + Value of less than ½ day 35 points possible The higher the %, the better!

  16. RFM Determinations

  17. Changes to RF Staging LEAs who only have facilities where students are prevented from leaving:

  18. Documenting Frequency and Duration for Special Education andRelated Services

  19. Guidance on TEA Websitehttp://rite.tea.state.tx.us/special.ed/guidance/ • August 14, 2006, Federal Register provides guidance within its discussion of the comments regarding proposed 2006 IDEA regulations: “What is required is that the IEP include information about the amount of services that will be provided to the child, so that the level of the agency’s commitment of resources will be clear to parents and other IEP team members. The amount of time to be committed to each of the services to be provided must be appropriate to the specific service, and clearly stated in the IEP in a manner that can be understood by all involved in the development and implementation of the IEP.”

  20. Requirements for Documenting Provision of Related Services • Frequency how often the student will receive the service(s)—number of times per week or day. If service is less than daily then the conditions for the provision of the services must be clearly specified within the IEP using a weekly reference.

  21. Requirements for Documenting Provision of Related Services • Duration how longeach session will last (number of minutes)

  22. Additional Guidance—FAQ—August 2009 • If a term is used in the IEP to define duration of service, the term must be defined in the IEP Examples: 1 class period= 50 minutes 1 unit = 15 minutes

  23. Is it clear when the student will have services? • To the parent, classroom teacher, a new provider, the next school or district?

  24. Could you map it out on a calendar? 60 minutes per 6 week period Does that mean: • 10 minutes every week? • 60 minutes every sixth week? • 20 minutes every other week? • 30 minutes every three weeks?

  25. Could you map it out on a calendar? 1620 minutes per semester Does that mean: 1-90 minute session each week? 324 minutes per day during the last week of the semester? 18 minutes per day per semester?

  26. Could you map it out on a calendar? 30 minutes 8X in a 6 week Does that mean: 2-30 minutes session for the 1-3 week; then 1-30 minute session for the 4 and 5 week; no session the 6 week?

  27. REMEMBER • Services do not have to be daily or weekly. • The amount of time a student needs is left up to the provider and ARD committee. • However, the frequency and duration of that service must be clear and specific.

  28. Also remember, The frequency/duration of services stated in an IEP is the anticipated frequency/duration

  29. Contracting with Nonpublic Schools

  30. Things to Remember Students may not be placed in a facility by a school district or charter school that has not been approved by the agency.

  31. Contracting with Nonpublic Schools Initial Approvals • 60 days to get process of approval completed • The district should make the initial visit to the school prior to beginning the approval process. • Make sure that the facility wants to be approved and is willing to do what is expected.

  32. Contracting with Nonpublic Schools Placements into facility already approved • IEP must be sent to PMI for review to determine if it meets federal and state requirements • IEPs must include: • Statement of the services the district/charter school cannot provide that nonpublic can • The criteria and date for returning student to district • The date the district visited the nonpublic

  33. Questions? Comments? Concerns?

  34. Future SPED Monitoring TETNs November 12 January 29 April 16 1:00-3:00

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