program overview administration of the sbap the school-based access program (sbap) is a partnership...
TRANSCRIPT
Program Overview
Administration of the SBAP
The School-Based ACCESS Program (SBAP) is a partnership between the PA Department of Education (PDE) and the PA Department of Public Welfare (DPW)
Leader Services is the statewide contractor selected by PDE to perform the day-to-day operations of the SBAP
All SBAP claims must be submitted to DPW by the designated PDE contractor for the school-based programs
Chapter 1 PROVIDER PARTICIPATION
RULE 1School entities must be actively enrolled as SBAP providers in the PA Medical Assistance Program
RULE 7Salaries for service providers must be partially or fully funded by state andor local dollars
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Direct Services
Leader Services assists school districts nationwide in recovering funds from Medicaid for providing federally-mandated health-related services to children
The list of eligible services varies by state but generally includesSpeech therapy Physical therapy Nursing Personal care assistance Physician services Audiology Interpreter services Orientation and mobility Psychiatric services Psychological services (includes Evaluation Therapy and Counseling services)and others
Schools provide encounter information which Leader accumulates processes and submits for reimbursement
As part of this process Leader develops extensive training materials and programs provides annual and as-needed training opportunities assists in eligibility verification provides pre-printed claim forms and digital logs collects claim information and enters it into Leaders custom claim software submits claims electronically to federal agencies provides management reports to schools and LEAs performs quality assurance reviews and a multitude of other tasks
Leader Services currently facilitates direct services claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Iowa Minnesota Oklahoma Pennsylvania Washington
Typical ScheduleTypical Daily Schedule for student who requires intensive assistance
Studentrsquos name John Smith DOB 9999 Diagnosis Autism amp ADHD
Note Please note that the daily schedule must relate to the one-on-one services specified in the IEP and a copy must be kept in the studentrsquos ACCESS file The following sample is a typical schedule for this student The schedule may vary depending on the schoolrsquos scheduled activities andor special programs
Time amp Description of activity
840 - 900 amJohn will be met at the bus stop and escorted to his locker and then his first class He will be reminded to look straight ahead when walking and encouraged to interact with other students John will be queued to independently open his locker and gather his class work for the day
900 -1145 amClassroom Procedures John will be prompted to pick up his pencil and focus on what the teacher is saying The periods that John is able to focus the aide will step back and out of sight The aide will remain only a few feet from John to queue and prompt as needed When John finishes an assignment he will be praised and given a sticker for his notebook If John becomes disruptive during class the aide will remove him from the classroom The aide and instructional classroom aide will take John to Room 3 where Johnrsquos aide will begin to use calming techniques If John cannot be calmed the instructional support aide will summon the nurse while the aide remains with John
1145 am ndash 1215 pmAn aide will assist John from class to the lunchroom walk him through the lunch line and find him seating John will be prompted three times to pick up the fork and eat his lunch If after three attempts John cannot stay focused the aide will spoon-feed him
1215 - 300 pm Following lunch the aide will escort John back to his classroom and the above classroom procedures will be followed
300pm- 330 pmJohn will be escorted to his locker the aide will prompt him to put his homework assignments into his book bag and then he will be escorted to the bus stop The aide will escort John onto the bus seat him and remain with him until the bus is ready to leave
Blue Text = TSS role
(BHRS)
Black Text = Aide role
Typical Daily Notes
Date 1807 Daily Notes
John was very distracted today and required many verbal prompts to stay in his seat and focus on the teacher I had to verbally queue multiple times just to get him to pick up the pencil and be quiet I tried moving him to another part of the classroom and that seemed to settle him down for a short period During spelling it was more of the same where I had to redirect his attention repeatedly and remind him that he would not get a sticker if he didnrsquot focus on his lesson
John was impatient at lunch probably because he was very hungry He ate part of his lunch on his own but I spoon-fed him the remainder and he ate everything on his tray Although he was more distracted than usual his peer interaction at lunch today was good
During social studies period John became overly anxious and I removed him from the classroom However he began to calm down almost immediately so we went back into the classroom
I took him for physical therapy today and he was very cooperative during the session even the therapist was surprised John was less hyper after the therapy he was able to focus on his spelling words with minimal prompting Although he didnrsquot finish the assignment I rewarded him with a sticker (his first one of the day) He was so excited to go home today he wouldnrsquot stop clapping and jumping up and down
Total Daily Time 6 hrs 50 min
Blue Text = TSS role
(BHRS)
Black Text = Aide role
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Administrative Claiming
The school environment offers advantages and opportunities to reach children and families to inform encourage and assist them to access needed health care services including enrolling in the Medicaid program Schools have the responsibility to identify evaluate and accommodate the physical and mental health needs of all children who may be at-risk for poor school outcomes Schools have become an important link for children and families to vital health care services
Federal law allows for reimbursement for allowable administrative activities required for provision of these services These activities generally include
Public awareness and information Facilitating access to programs Identification and referral Care planning and coordination Client assistance to access services Family notification
Available federal funding has important economic implications for local education agencies Many education agencies do not realize that additional revenue may be generated for these administrative activities thereby missing out on an important revenue stream
To identify the costs of allowable administrative activities Leader Services facilitates the required time study of certain staffrsquos activities The time study information is converted into a financial cost report and through the state Department of Education a quarterly claim is submitted to Medicaid on your behalf
Leader Services currently facilitates administrative claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Pennsylvania
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
Chapter 1 PROVIDER PARTICIPATION
RULE 1School entities must be actively enrolled as SBAP providers in the PA Medical Assistance Program
RULE 7Salaries for service providers must be partially or fully funded by state andor local dollars
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Direct Services
Leader Services assists school districts nationwide in recovering funds from Medicaid for providing federally-mandated health-related services to children
The list of eligible services varies by state but generally includesSpeech therapy Physical therapy Nursing Personal care assistance Physician services Audiology Interpreter services Orientation and mobility Psychiatric services Psychological services (includes Evaluation Therapy and Counseling services)and others
Schools provide encounter information which Leader accumulates processes and submits for reimbursement
As part of this process Leader develops extensive training materials and programs provides annual and as-needed training opportunities assists in eligibility verification provides pre-printed claim forms and digital logs collects claim information and enters it into Leaders custom claim software submits claims electronically to federal agencies provides management reports to schools and LEAs performs quality assurance reviews and a multitude of other tasks
Leader Services currently facilitates direct services claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Iowa Minnesota Oklahoma Pennsylvania Washington
Typical ScheduleTypical Daily Schedule for student who requires intensive assistance
Studentrsquos name John Smith DOB 9999 Diagnosis Autism amp ADHD
Note Please note that the daily schedule must relate to the one-on-one services specified in the IEP and a copy must be kept in the studentrsquos ACCESS file The following sample is a typical schedule for this student The schedule may vary depending on the schoolrsquos scheduled activities andor special programs
Time amp Description of activity
840 - 900 amJohn will be met at the bus stop and escorted to his locker and then his first class He will be reminded to look straight ahead when walking and encouraged to interact with other students John will be queued to independently open his locker and gather his class work for the day
900 -1145 amClassroom Procedures John will be prompted to pick up his pencil and focus on what the teacher is saying The periods that John is able to focus the aide will step back and out of sight The aide will remain only a few feet from John to queue and prompt as needed When John finishes an assignment he will be praised and given a sticker for his notebook If John becomes disruptive during class the aide will remove him from the classroom The aide and instructional classroom aide will take John to Room 3 where Johnrsquos aide will begin to use calming techniques If John cannot be calmed the instructional support aide will summon the nurse while the aide remains with John
1145 am ndash 1215 pmAn aide will assist John from class to the lunchroom walk him through the lunch line and find him seating John will be prompted three times to pick up the fork and eat his lunch If after three attempts John cannot stay focused the aide will spoon-feed him
1215 - 300 pm Following lunch the aide will escort John back to his classroom and the above classroom procedures will be followed
300pm- 330 pmJohn will be escorted to his locker the aide will prompt him to put his homework assignments into his book bag and then he will be escorted to the bus stop The aide will escort John onto the bus seat him and remain with him until the bus is ready to leave
Blue Text = TSS role
(BHRS)
Black Text = Aide role
Typical Daily Notes
Date 1807 Daily Notes
John was very distracted today and required many verbal prompts to stay in his seat and focus on the teacher I had to verbally queue multiple times just to get him to pick up the pencil and be quiet I tried moving him to another part of the classroom and that seemed to settle him down for a short period During spelling it was more of the same where I had to redirect his attention repeatedly and remind him that he would not get a sticker if he didnrsquot focus on his lesson
John was impatient at lunch probably because he was very hungry He ate part of his lunch on his own but I spoon-fed him the remainder and he ate everything on his tray Although he was more distracted than usual his peer interaction at lunch today was good
During social studies period John became overly anxious and I removed him from the classroom However he began to calm down almost immediately so we went back into the classroom
I took him for physical therapy today and he was very cooperative during the session even the therapist was surprised John was less hyper after the therapy he was able to focus on his spelling words with minimal prompting Although he didnrsquot finish the assignment I rewarded him with a sticker (his first one of the day) He was so excited to go home today he wouldnrsquot stop clapping and jumping up and down
Total Daily Time 6 hrs 50 min
Blue Text = TSS role
(BHRS)
Black Text = Aide role
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Administrative Claiming
The school environment offers advantages and opportunities to reach children and families to inform encourage and assist them to access needed health care services including enrolling in the Medicaid program Schools have the responsibility to identify evaluate and accommodate the physical and mental health needs of all children who may be at-risk for poor school outcomes Schools have become an important link for children and families to vital health care services
Federal law allows for reimbursement for allowable administrative activities required for provision of these services These activities generally include
Public awareness and information Facilitating access to programs Identification and referral Care planning and coordination Client assistance to access services Family notification
Available federal funding has important economic implications for local education agencies Many education agencies do not realize that additional revenue may be generated for these administrative activities thereby missing out on an important revenue stream
To identify the costs of allowable administrative activities Leader Services facilitates the required time study of certain staffrsquos activities The time study information is converted into a financial cost report and through the state Department of Education a quarterly claim is submitted to Medicaid on your behalf
Leader Services currently facilitates administrative claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Pennsylvania
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Direct Services
Leader Services assists school districts nationwide in recovering funds from Medicaid for providing federally-mandated health-related services to children
The list of eligible services varies by state but generally includesSpeech therapy Physical therapy Nursing Personal care assistance Physician services Audiology Interpreter services Orientation and mobility Psychiatric services Psychological services (includes Evaluation Therapy and Counseling services)and others
Schools provide encounter information which Leader accumulates processes and submits for reimbursement
As part of this process Leader develops extensive training materials and programs provides annual and as-needed training opportunities assists in eligibility verification provides pre-printed claim forms and digital logs collects claim information and enters it into Leaders custom claim software submits claims electronically to federal agencies provides management reports to schools and LEAs performs quality assurance reviews and a multitude of other tasks
Leader Services currently facilitates direct services claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Iowa Minnesota Oklahoma Pennsylvania Washington
Typical ScheduleTypical Daily Schedule for student who requires intensive assistance
Studentrsquos name John Smith DOB 9999 Diagnosis Autism amp ADHD
Note Please note that the daily schedule must relate to the one-on-one services specified in the IEP and a copy must be kept in the studentrsquos ACCESS file The following sample is a typical schedule for this student The schedule may vary depending on the schoolrsquos scheduled activities andor special programs
Time amp Description of activity
840 - 900 amJohn will be met at the bus stop and escorted to his locker and then his first class He will be reminded to look straight ahead when walking and encouraged to interact with other students John will be queued to independently open his locker and gather his class work for the day
900 -1145 amClassroom Procedures John will be prompted to pick up his pencil and focus on what the teacher is saying The periods that John is able to focus the aide will step back and out of sight The aide will remain only a few feet from John to queue and prompt as needed When John finishes an assignment he will be praised and given a sticker for his notebook If John becomes disruptive during class the aide will remove him from the classroom The aide and instructional classroom aide will take John to Room 3 where Johnrsquos aide will begin to use calming techniques If John cannot be calmed the instructional support aide will summon the nurse while the aide remains with John
1145 am ndash 1215 pmAn aide will assist John from class to the lunchroom walk him through the lunch line and find him seating John will be prompted three times to pick up the fork and eat his lunch If after three attempts John cannot stay focused the aide will spoon-feed him
1215 - 300 pm Following lunch the aide will escort John back to his classroom and the above classroom procedures will be followed
300pm- 330 pmJohn will be escorted to his locker the aide will prompt him to put his homework assignments into his book bag and then he will be escorted to the bus stop The aide will escort John onto the bus seat him and remain with him until the bus is ready to leave
Blue Text = TSS role
(BHRS)
Black Text = Aide role
Typical Daily Notes
Date 1807 Daily Notes
John was very distracted today and required many verbal prompts to stay in his seat and focus on the teacher I had to verbally queue multiple times just to get him to pick up the pencil and be quiet I tried moving him to another part of the classroom and that seemed to settle him down for a short period During spelling it was more of the same where I had to redirect his attention repeatedly and remind him that he would not get a sticker if he didnrsquot focus on his lesson
John was impatient at lunch probably because he was very hungry He ate part of his lunch on his own but I spoon-fed him the remainder and he ate everything on his tray Although he was more distracted than usual his peer interaction at lunch today was good
During social studies period John became overly anxious and I removed him from the classroom However he began to calm down almost immediately so we went back into the classroom
I took him for physical therapy today and he was very cooperative during the session even the therapist was surprised John was less hyper after the therapy he was able to focus on his spelling words with minimal prompting Although he didnrsquot finish the assignment I rewarded him with a sticker (his first one of the day) He was so excited to go home today he wouldnrsquot stop clapping and jumping up and down
Total Daily Time 6 hrs 50 min
Blue Text = TSS role
(BHRS)
Black Text = Aide role
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Administrative Claiming
The school environment offers advantages and opportunities to reach children and families to inform encourage and assist them to access needed health care services including enrolling in the Medicaid program Schools have the responsibility to identify evaluate and accommodate the physical and mental health needs of all children who may be at-risk for poor school outcomes Schools have become an important link for children and families to vital health care services
Federal law allows for reimbursement for allowable administrative activities required for provision of these services These activities generally include
Public awareness and information Facilitating access to programs Identification and referral Care planning and coordination Client assistance to access services Family notification
Available federal funding has important economic implications for local education agencies Many education agencies do not realize that additional revenue may be generated for these administrative activities thereby missing out on an important revenue stream
To identify the costs of allowable administrative activities Leader Services facilitates the required time study of certain staffrsquos activities The time study information is converted into a financial cost report and through the state Department of Education a quarterly claim is submitted to Medicaid on your behalf
Leader Services currently facilitates administrative claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Pennsylvania
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
Typical ScheduleTypical Daily Schedule for student who requires intensive assistance
Studentrsquos name John Smith DOB 9999 Diagnosis Autism amp ADHD
Note Please note that the daily schedule must relate to the one-on-one services specified in the IEP and a copy must be kept in the studentrsquos ACCESS file The following sample is a typical schedule for this student The schedule may vary depending on the schoolrsquos scheduled activities andor special programs
Time amp Description of activity
840 - 900 amJohn will be met at the bus stop and escorted to his locker and then his first class He will be reminded to look straight ahead when walking and encouraged to interact with other students John will be queued to independently open his locker and gather his class work for the day
900 -1145 amClassroom Procedures John will be prompted to pick up his pencil and focus on what the teacher is saying The periods that John is able to focus the aide will step back and out of sight The aide will remain only a few feet from John to queue and prompt as needed When John finishes an assignment he will be praised and given a sticker for his notebook If John becomes disruptive during class the aide will remove him from the classroom The aide and instructional classroom aide will take John to Room 3 where Johnrsquos aide will begin to use calming techniques If John cannot be calmed the instructional support aide will summon the nurse while the aide remains with John
1145 am ndash 1215 pmAn aide will assist John from class to the lunchroom walk him through the lunch line and find him seating John will be prompted three times to pick up the fork and eat his lunch If after three attempts John cannot stay focused the aide will spoon-feed him
1215 - 300 pm Following lunch the aide will escort John back to his classroom and the above classroom procedures will be followed
300pm- 330 pmJohn will be escorted to his locker the aide will prompt him to put his homework assignments into his book bag and then he will be escorted to the bus stop The aide will escort John onto the bus seat him and remain with him until the bus is ready to leave
Blue Text = TSS role
(BHRS)
Black Text = Aide role
Typical Daily Notes
Date 1807 Daily Notes
John was very distracted today and required many verbal prompts to stay in his seat and focus on the teacher I had to verbally queue multiple times just to get him to pick up the pencil and be quiet I tried moving him to another part of the classroom and that seemed to settle him down for a short period During spelling it was more of the same where I had to redirect his attention repeatedly and remind him that he would not get a sticker if he didnrsquot focus on his lesson
John was impatient at lunch probably because he was very hungry He ate part of his lunch on his own but I spoon-fed him the remainder and he ate everything on his tray Although he was more distracted than usual his peer interaction at lunch today was good
During social studies period John became overly anxious and I removed him from the classroom However he began to calm down almost immediately so we went back into the classroom
I took him for physical therapy today and he was very cooperative during the session even the therapist was surprised John was less hyper after the therapy he was able to focus on his spelling words with minimal prompting Although he didnrsquot finish the assignment I rewarded him with a sticker (his first one of the day) He was so excited to go home today he wouldnrsquot stop clapping and jumping up and down
Total Daily Time 6 hrs 50 min
Blue Text = TSS role
(BHRS)
Black Text = Aide role
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Administrative Claiming
The school environment offers advantages and opportunities to reach children and families to inform encourage and assist them to access needed health care services including enrolling in the Medicaid program Schools have the responsibility to identify evaluate and accommodate the physical and mental health needs of all children who may be at-risk for poor school outcomes Schools have become an important link for children and families to vital health care services
Federal law allows for reimbursement for allowable administrative activities required for provision of these services These activities generally include
Public awareness and information Facilitating access to programs Identification and referral Care planning and coordination Client assistance to access services Family notification
Available federal funding has important economic implications for local education agencies Many education agencies do not realize that additional revenue may be generated for these administrative activities thereby missing out on an important revenue stream
To identify the costs of allowable administrative activities Leader Services facilitates the required time study of certain staffrsquos activities The time study information is converted into a financial cost report and through the state Department of Education a quarterly claim is submitted to Medicaid on your behalf
Leader Services currently facilitates administrative claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Pennsylvania
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
Typical Daily Notes
Date 1807 Daily Notes
John was very distracted today and required many verbal prompts to stay in his seat and focus on the teacher I had to verbally queue multiple times just to get him to pick up the pencil and be quiet I tried moving him to another part of the classroom and that seemed to settle him down for a short period During spelling it was more of the same where I had to redirect his attention repeatedly and remind him that he would not get a sticker if he didnrsquot focus on his lesson
John was impatient at lunch probably because he was very hungry He ate part of his lunch on his own but I spoon-fed him the remainder and he ate everything on his tray Although he was more distracted than usual his peer interaction at lunch today was good
During social studies period John became overly anxious and I removed him from the classroom However he began to calm down almost immediately so we went back into the classroom
I took him for physical therapy today and he was very cooperative during the session even the therapist was surprised John was less hyper after the therapy he was able to focus on his spelling words with minimal prompting Although he didnrsquot finish the assignment I rewarded him with a sticker (his first one of the day) He was so excited to go home today he wouldnrsquot stop clapping and jumping up and down
Total Daily Time 6 hrs 50 min
Blue Text = TSS role
(BHRS)
Black Text = Aide role
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Administrative Claiming
The school environment offers advantages and opportunities to reach children and families to inform encourage and assist them to access needed health care services including enrolling in the Medicaid program Schools have the responsibility to identify evaluate and accommodate the physical and mental health needs of all children who may be at-risk for poor school outcomes Schools have become an important link for children and families to vital health care services
Federal law allows for reimbursement for allowable administrative activities required for provision of these services These activities generally include
Public awareness and information Facilitating access to programs Identification and referral Care planning and coordination Client assistance to access services Family notification
Available federal funding has important economic implications for local education agencies Many education agencies do not realize that additional revenue may be generated for these administrative activities thereby missing out on an important revenue stream
To identify the costs of allowable administrative activities Leader Services facilitates the required time study of certain staffrsquos activities The time study information is converted into a financial cost report and through the state Department of Education a quarterly claim is submitted to Medicaid on your behalf
Leader Services currently facilitates administrative claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Pennsylvania
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
School Based ACCESS Programhttpwwwleaderservicescomservicesdsasp
Administrative Claiming
The school environment offers advantages and opportunities to reach children and families to inform encourage and assist them to access needed health care services including enrolling in the Medicaid program Schools have the responsibility to identify evaluate and accommodate the physical and mental health needs of all children who may be at-risk for poor school outcomes Schools have become an important link for children and families to vital health care services
Federal law allows for reimbursement for allowable administrative activities required for provision of these services These activities generally include
Public awareness and information Facilitating access to programs Identification and referral Care planning and coordination Client assistance to access services Family notification
Available federal funding has important economic implications for local education agencies Many education agencies do not realize that additional revenue may be generated for these administrative activities thereby missing out on an important revenue stream
To identify the costs of allowable administrative activities Leader Services facilitates the required time study of certain staffrsquos activities The time study information is converted into a financial cost report and through the state Department of Education a quarterly claim is submitted to Medicaid on your behalf
Leader Services currently facilitates administrative claiming programs in the following states and is exploring implementing programs in other states throughout the country
California Pennsylvania
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
$35884960 $49141523 $62258677 $79861594 $96280296 $111044450
00-01 01-02 02-03 03-04 04-05 05-06
School Based ACCESS Programhttpwwwleaderservicescom
ldquoSince the inception of SBAP in 1992 LEAs have recovered more than $576 million in federal Medicaid reimbursementrdquo
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
Allowable Expenses for SBAP dollars
Following is a sample list of acceptable uses of SBAP dollars
Personnel1048697 New professional special education positions (teachers therapists) including salaries and benefits1048697 Special education classroom instructional aides including salaries and benefits1048697 Personal care aides including salaries and benefits1048697 School-based ACCESS Coordinators including salaries and benefits1048697 Nurses including salaries and benefits for the percentage of time spent working with special education students1048697 Clerical support staff for SBAP record keeping including salaries and benefits1048697 Clerical support staff for the special education program for the time spent in direct student support (typing filing mailing of IEPs
ERs invitations to IEP meetings including salaries and benefits1048697 Substitutes for special education classes for teachers attending IEP meetings or trainingsStudent and Curriculum Specific1048697 Field trips that are tied to the curriculum 1048697 Speakers and programs brought into the school
EXPENDITURE SAMPLES1048697 Programs above the ESY provided by the district such as swimming lessons and additional community-based programs1048697 IEP Writer programs and supporttraining needed for implementation1048697 Tests 1048697 Software 1048697 Adaptive reading equipment 1048697 Instructional materials 1048697 Books 1048697 Workbooks 1048697 Teacher manualsSBAP Program Costs1048697 Copiers 1048697 Printers 1048697 Computers 1048697 Fax machine 1048697 File cabinets 1048697 Paper supplies 1048697 Equipment maintenance1048697 Internet access for purposes of accessing Leaderrsquos Web-based programs eg SBAP Billing Program and IEP Writer ProgramTraining1048697 CPR and First-Aid training 1048697 Conferences and workshops for special educators and administrators1048697 Inclusion conferences and workshops for regular educators 1048697 Parent training for special education1048697 Manuals or other materials required for training programsProperty1048697 Student computers 1048697 Staff computers used for writing IEPs ERs lesson or treatment plans or record keeping1048697 Specialized furniture for students 1048697 Treatment room furniture 1048697 Furniture needed for computer use1048697 Televisions and VCRs (with closed-caption capability) 1048697 Portable stair climbers 1048697 Wheelchairs 1048697 Computer networking 1048697 Swimming pool lifts 1048697 Therapy equipment
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
Conclusions
1 SBAP has been taking a substantial amount of money from the DPW Medical Assistance budget without demonstrating treatment efficacy
2 SBAP focuses exclusively on school issues does not address home or community issues and does not use parent assessment of progress to evaluate treatment effectiveness
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues
Conclusions
3 SBAP does not offer sufficient clinical expertise to be effective in the treatment of mental illnesses and behavioral disorders in children
4 SBAP providers have ldquodivided loyaltyrdquo ndash they work for the school and are more likely to be told to withhold information from parents regarding in-school occurrences and issues