SPECIAL EDUCATION Knowing the details,

Due diligence, Makes a Financial Impact

Heidi Zimmerman May 14, 2015

Today’s Agenda

• Summary of the IEP Process

• Program Needs & Descriptions

• Revenue Generation

• Resources & Service Delivery

• Other Exposures

Learning Objectives

• Understand how some seemingly unrelated topics are related and create issues that may help/hurt the budget

• Think about topics in a new way

• Ask new/different questions to assist in evaluating your district’s programs, process and budget

• Understand the risk and/or reward of narratives and transparency for your district staff, the school committee and the taxpayers

• Gain comfort with compliance and/or transparency

Summary of the IEP Process

Summary of the IEP Process

• Referral by–District Staff: Teacher–Parent

• Consent

• Initial Evaluation– Involves testing

• Eligibility determination

• If Eligible, IEP is drafted (services &/or placement)

• IEP is – accepted– rejected (stay put)– partially accepted/rejected

• Annual evaluation

• Re-evaluation every three years

Summary of the IEP Process

IEP Process Flowchart

IEP Timeline Compliance

Program Description and Needs

Program Descriptions

• Narratives are effective tools for telling– About the population served by a program– What services are included in a program– How a program is configured– When a program is offered– Where a program takes place – What staff are needed and why

IN OTHER WORDS: WHAT ARE THE TAXPAYERS GETTING FOR THEIR MONEY?

Example• Intensive Learning Program: For students on the Autism Spectrum. Special

educators modify curriculum content and methodology based on each student’s academic and behavioral data. Program is for students PreK-22.

– Intensive: For students with deficits in language, communication, social skills, play, abstract thinking, and behavior. Highly individualized instruction, usually with a 1:1 or small group, often for entire day. Emphasis on social and life skills development. Principles of Applied Behavioral Analysis (ABA) employed. Consultation to parents and home service provided.

– Integrated: Students are included for the majority of the school day in general education settings, often with support. Special educators provide direct instruction in both general and special education settings. Coordination between general and special education is essential. Consult to parents as needed.

• Transition Program: For special education who need additional supports during the post-graduation planning process. Interests/aptitude surveys offered. Vocational areas of interest and identification of appropriate post-graduation matches explored. Opportunities for skill development in job readiness; job/college application; the interview process and the preparation process towards meeting identified goals provided. Supports 688 process and facilitates connections with adult support networks and agencies.

• Technical Assistance Advisory SPED 2014-4: Transition Assessment in the Secondary Transition Planning Process

• Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process

Extended School Year: Cost Drivers

• Number of students & services, drive staffing

• Number of programs & locations

• Start and end times each day and for the program as a whole

• Transportation: share with other programs (recreation, METCO)

• Set a deadline by which parents submit paper work

• Ask parents about vacations to avoid over staffing

• Good time to get unsigned IEPS signed; otherwise reject ESY services

Extended School: Year Tips

Program Needs

• Each District has various in-house programs

• Cohorts– Populations and needs change over time– Monitor and verify populations and needs– Make sure your staff/community is aware of changes

• In-House Programs– Programs and program needs change over time– Monitor and verify programs and needs– Make sure your staff/community is aware of changes

• Ask for the data: It, along with trends, are informative, instructive and may create more discussion, examination and changes

Program Needs

• What programs are (not) working well and will (eliminated from)/expand to the next grade levels?

• Can I bring OOD populations back to a new/existing in-house program?

• Do I really need more/less staff and in what role/capacity?

What am I spending on outside placements by placement and/or disability type

• i.e. stem tied at Carroll and Landmark with intensive Reading PD

• i.e. stem tied at Schools for Children and Collaboratives by ramping up in-house emotional/behaviors programs and hiring dedicated SW for each program

• i.e. most common IEP service is, reading . Why and what can we do about that?

Program Needs

What are the programmatic challenges and/or areas where we have concerns and/or needs?

• i.e. most common IEP service is, reading . Why and what can we do about that?

• PE teachers are doing APE. Is that effective ? Should PTs or someone else provide this service?

Program Needs

• Plan ahead– Staffing– Professional development– Replication in a new school with a different culture– Space needs– Supplies and Materials– Transportation– Time to bring student (back) into the program

Program Needs

Revenue Generation

Revenue Generation• Records requests• Field trips• Chapter 70 (SIF reporting)

& the Cherry Sheet• Tax Levy

• Early Childhood Tuitions

• Circuit Breaker• Medicaid• Grants, Gifts &

Revolving funds

Early Childhood Tuitions

• How much to charge for tuition?• What is the basis for this tuition?• Does it cover the costs of the

program, excluding special education?

• What is your capacity?• Are you maximizing money you can

get if you don’t charge tuition?• Are location(s) cost effective?• Is the EC Tuition Revolving

account set up and working properly

• Prior to FY04 state had a program called the 50/50 account– State paid 50% of residential tuitions directly to residential school– School district paid the other 50%– Pay-as-you-go system

• In FY05 Circuit breaker (CB) replaced the 50/50 account

• CB reimburses school district for students whose IEP services cost more than 4x the statewide foundation budget

• CB reimburses for both in-district and out-of-district students, both day and residential

Circuit Breaker

• Each year the % of reimbursement changes as part of the state’s annual budget deliberations

• At the end of the FY (July), district submits a CB claim to the DESE for the prior fiscal year

• DESE claim submission mini audit every summer

• Every 3 years extensive DESE audit reviewing every IEP and all tuition and equipment invoices associated with the claim

Circuit Breaker

• Audits result in addition/subtraction reimbursement claim

• District does not know the actual reimbursement rate for the FY until after it submits is annual claim in July

• During the next FY, district receives quarterly progress payments based on the prior year’s approved claim submission

• If the progress payments total more or less than the State’s CB fund’s full obligation, either an extra final payment is made in August or September or alternatively the excess would be netted from the next progress payment

Circuit Breaker

• All Circuit Breaker funds are deposited into the Circuit Breaker Revolving Account

• No further appropriation is required

• CB funds must be spent by the following June 30th.

Circuit Breaker

The Why: Circuit Breaker- Claim History: It Is Real Money That Matters

Claim Year

Reimb Year

Est. Students Claimed

Projected Claim Amount

Total Cost Share

Adj Claim Amount Foundation Net Claim

Avg Claim Rate

% Change in Net Claim

($)%

Reimb

Total Adjusted Reimb

48 $ 2,878,951 $2,878,951 1,987,584$ $ 891,367 18,570$ 72.0% $ 641,787

78 6,644,257$ $6,524,361 3,209,120$ $3,315,241 42,503$ 72.0% $ 2,386,976

FY14 FY15 126 $ 9,523,208 $ 9,403,312 $ 5,196,704 $ 4,206,608 $ 61,073 10.11% 72.0% $ 3,028,763

Fy13 FY14 117 $ 10,024,230 $ 8,554,572 $ 4,719,648 $ 3,834,924 $ 59,040 12.86% 75.0% $ 2,876,202

FY12 FY13 110 8,081,827$ 4,261,302$ 3,820,525$ 34,732$ -8.19% 70.0% $ 2,674,367

FY11 FY12 107 8,230,322$ 4,068,996$ 4,161,326$ 38,891$ 22.47% 68.7% $ 2,859,169

FY10 FY11 97 $ 7,870,593 $ 7,145,661 3,747,692$ $ 3,397,969 35,031$ 21.59% 43.7% $ 1,483,705

FY09 FY10 88 $ 4,479,314 $ 6,042,236 3,247,536$ $ 2,794,700 31,758$ 5.08% 40.0% $ 1,117,880

FY08 FY09 70 $ 5,138,076 $ 5,138,076 2,478,560$ $ 2,659,516 37,993$ -6.48% 72.0% $ 1,914,856

FY07 FY08 91 $ 5,994,627 $ 84,028 $ 5,910,599 3,066,700$ $ 2,843,899 31,252$ 20.54% 72.0% $ 2,047,607

FY06 FY07 80 $ 4,964,705 $ 93,561 $ 4,572,353 2,213,120$ $ 2,359,233 29,490$ 36.82% 73.7% $ 1,737,905

FY05 FY06 66 3,794,719$ 67,933$ 3,726,786$ 2,002,440$ 1,724,346$ 26,126$ -5.36% 75.0% 1,293,260$

FY04 FY05 86 $ 4,449,306 $ 105,704 $ 4,343,602 2,521,520$ $ 1,822,082 21,187$ -3.84% 75.0% $ 1,366,566

FY03 FY04 89 4,556,061$ 150,504$ 4,405,557$ 2,536,163$ 1,894,747$ 21,289$ 31.2% 591,254$

In-district

Out of District

CIRCUIT BREAKER REIMBURSEMENT HISTORYACTUAL

REIMBURSEMENT

• Gives set amount of $ for general education

• Eligible costs include instructional services, various types of therapies, and specialized equipment

• Circuit Breaker specifically excludes transportation and building infrastructure costs

• If services are listed only in methodology they can not be claimed

Circuit Breaker-What does it cover?

• Equipment can be claimed if:– it is in a student’s IEP in and – is dedicated for use by that student only– must be documented in the IEP

• AAC Devices and associated software• Wheelchairs, standers, vision, hearing devices• Positioning equipment, feeding tools etc

• Equipment can NOT be claimed if:– it is used for more than just one student – It is used for a program– if it is listed in the methodology section

only

Circuit Breaker-What does it cover?

• Bus monitors are not eligible for CB reimbursement

• Nurses on transportation can only be claimed if the nurse is with the student as a 1:1 on vehicles as well as all day

• If a student has an Individual Health Plan, some part of this may be reimbursable, if related to disability and referenced in the IEP

Circuit Breaker-What does it cover?

• How well an IEP is written will maximize or minimize the potential for CB reimbursement

• To claim reimbursement for services, services must be listed in:– Service Delivery Grid– Additional Information– Schedule Modification– PLEP A or B

Circuit Breaker-IEP Service Delivery Grid

• Different symbols mean different things– The “+” symbol means “and”– The “/” symbol means “or”

• Examples:– OT + PT + SPED allows three people’s time to be

reimbursed– OT/PT/SPED allows one person’s time to be

reimbursed– You can use symbols in combination: SPED + OT/SLP/PT + IA

Circuit Breaker-IEP Service Delivery Grid

• EXAMPLE: A (1:2) paraprofessional is working with her special education student in a resource room class of six students

Claim a SPED + IA– IA is small group– Sped is large group

• EXAMPLE: General education teacher doing ELA/writing. Two students share an IA for inclusion on this setting. Students have an OT push in during writing sessions. IA and OT both working with students

– OT + IA– OT is small group– IA is small group– It doesn’t matter that this is taking place in a large general education setting

Circuit Breaker-Examples

Use the symbols/language to reflect reality:

• Over stating services means the district could be on the hook to provide them

• Understating services provided means the district could be leaving money on the table

• Don’t commit to group size, if fluidity is important

Circuit Breaker-IEP Service Delivery Grid

Frequency, Duration & Cycle

• Frequency = how often– 1 x 30 minutes– 2 X 45 minutes

• Duration = how long the session runs– 2 x 60 minutes– 1 x 120 minutes

• Cycle = the time period over which service is offered– 5 day cycle (most common)– Monthly– Yearly– 6 weeks– 8 weeks– ESY -4 days

Circuit Breaker-IEP Service Delivery Grid

• Different staff are reimbursed different amounts of money– OT, PT, SLP FY13 Rate: $ 62.95– SPED Teacher FY13 Rate: $ 55.14– BCBA, APE FY13 Rate: $ 67.03– ABA/COTA FY13 Rate: $ 26.63– IA FY13 Rate: $ 19.91

• Make sure all program staff are in the grid- SSI SSI 27.50 hrs x $26.63 =$732.33

- SSI/SPED SSI 22.92 hrs x $ 26.63 =$610.36 SPED 4.58 hrs x $ 55.14 =$252.54

=$863.20

Circuit Breaker-IEP Service Delivery Grid

• Knowledge about group size matters: What your district calls “large” or “small” group may be different from DESE’s definition

• Different group sizes are reimbursement at different rates. (assumes I hour of service in a 5 day cycle, FY13 rates) – 1:1 SLP Rate = $62.95– DESE “Small group”=2-4 students SLP Rate = $15.74– DESE “Large group”=5+ students SLP Rate = $ 7.87

• If unspecified in IEP, inquire when doing claim.

Circuit Breaker-IEP Service Delivery Grid

• Failure to claim for one student who gets 1 hour of SLP large group service over the entire 180 day school year results in missing out on $6944 net claim– $6,660.91 is associated with General Education– $283.29 is for SLP Service

• If completely miss claiming 10 large groups of 10 students each who get 1 hour of large groups SLP service over the 180 day school lost net claim is $694,400 ($6,944 x 100)

• If have already claimed students for other services but just miss claiming the SLP potion of 10 large groups of 10 students, each who get 1 hour of large groups SLP service over the 180 day school, lost net claim is $28,329

Circuit Breaker

Improper drafting • General Ed $ 185.03• GRID A: Consult

– SPED TEAM (SLP $62.95)

• GRID B: in classroom– SPED STAFF (SLP $62.95)

• GRID C-pull-out– SPED/IA (SLP $62.95)– 1 hour/5 day cycle/180

days = Net claim of $13,460

Proper drafting• General Ed $ 185.03• GRID A

– SPED+ Gen+OT+PT+SLP+BCBA

• GRID B– SPED+OT/PT + SLP/THI

• GRID C– SPED TEACHER+IA-1 hour/5 day cycle/180 days =Net claim of $27,078

Circuit Breaker-Examples (assumes I hour of service in each grid in a 5 day cycle, FY13 rates)

Delta is $13,618 per student x 25 student = $340,450 net claim

• Sometimes yearly Consult is listed here

• Avoid “as needed” instead use “up to X hours” – Consultation between AAC + SPED will occur up

to 20 hours a year excluding ESY. Consultation between AAC + SPED will occur up to 5 hours during ESY

– Up to 8 hours of O&M for several days prior to official start of school to help student orient to new school

Circuit Breaker-Additional information & Schedule Modification

• Sometimes fading /increasing support is listed here for transition, adjustment period. or re-entry/exit – Parents can access up to 10 hours of home services to

gain consistency with school services.

• Make sure any information in what is in Additional Information/Schedule Modification is– consistent with grid – consistent with schedule modification– is supplemental in nature– can be read in unison (without contradiction) to rest of

IEP

Circuit Breaker-Additional information & Schedule Modification

• A separate claim is made for each IEP and amendment in play from July 1 to June 30 each fiscal year

• One student may have as little as one claim to as many as necessary

• File OSD/DESE paperwork for unapproved placement paperwork

• Short term assessment are not reimbursable – if a student’s assessment is over and student remains

at placement as a short term placement, CB reimbursement may be allowed if placement paper work is done properly

– unapproved program paperwork may be required.

Circuit Breaker

• Service grid and IEP drives the Circuit Breaker reimbursement

• Are in-district students being claimed?

• Who oversees/can influence drafting of IEPs?

• Does you staff understand how the IEP is written, what placement is selected, etc impacts staffing, budget revenues and expenses?– What training and changes needs to happen?

• Who in your district does Circuit Breaker claiming?– Do they work with the staff to get the information they

need?

Circuit Breaker

Revenue Generation• Records requests• Field trips• Chapter 70 (SIF reporting)

& the Cherry Sheet• Tax Levy

• Early Childhood Tuitions

• Circuit Breaker• Medicaid• Grants, Gifts

Revolving Funds

• Educate staff: dispel belief that only low income families are eligible for Medicaid

• Some families pay a premium to use Medicaid as a second health care policy

• Don’t assume: Every family with student(s) on IEP should be approached/provided with paperwork– To schools’ advantage to have signed

consent even for those not on IEPs: somehow figures into algorithmic calculation of reimbursement rates

Medicaid

• Negotiate/Establish cost sharing agreement with Municipality

• List of Medicaid Eligible Student is available from contractor/EOHHS

• Your district is responsible to track, update and report the Medicaid Defined staff 3 times a year– You can only seek reimbursement for

those on the roster – Make sure to include your staff and

consultants

Medicaid

• Direct service documentation drives your direct services reimbursement

• Use Medicaid Defined staff for direct service: both in-house and at OOD schools, if possible

• You must obtain parent/guardian signatures consent to seek reimbursement for Medicaid eligible student

• One-time consent, then annual notice thereafter: New Parent’s Notice of Procedural safeguards serves as annual notice Parental Consent to Access MassHealth (Medicaid): Administrative Advisory Sped 2013-1Q & A on Parental Consent & MassHealthParental Notice & Consent to Access Mass Health ( Medicaid) Benefits

• Ensure documentation is obtained in timely manner: After 90 days from date of service, reimbursement $ is lost

Medicaid-Direct Cost Reimbursement

• Timely completion of Random Moment Time Study (RMTS) is essential– Include your staff and consultants– Do not include OOD staff as they are part of different

calculation

• Dedicate appropriate staff to – Remind and track RMTS responses– Collect consent forms– Gather necessary documentation and – Submit data in timely fashion

• Entire state’s reimbursement is dependent upon an 85% completion rate for RMTS issued. Otherwise, federal funding is jeopardized.

Medicaid-Indirect Cost Reimbursement

Grants

• Is the grant money being used effectively?

• Are grant funds being sent back? Why?

• If programmatic changes occur, can I use grant dollars to support the changes?

• Is there collaboration in the district that will allow funds to go further?

• Think out of the box as to what can do and how can use grant $

• Avoid supplanting. Use position control to avoid

• How are contractual salary increases handled? Absorbed by grant?

• Are there staff, consultants, supplies which the staff should not be supporting because the expenses should really be in the operating budget?

• How will I manage if the grant is reduced or eliminated?

Grants

• Private, often to program

• Education Foundation

• PTO/PTA

• Make sure you follow policy to accept gifts if you have one

Gifts

• Early Childhood

• Special Education Stabilization Fund --a mechanism for setting aside money either for unforeseen needs: a “rainy day” fund.

Revolving Funds

• Charge parents, advocates, attorneys for copies of student special education records

• Charge for FOIA and Public Records Requests. – Usually $0.20 per photcopy,$0.25 for microfilm, and $0.50 for

compute printouts– Actual cost to reproduce record that is not normally reproduced

(plans) – Must provide a good faith estimate is cost is expected to exceed

$10.00– May charge to recover fee for time spent searching, redacting,

photocopying and re-filing. Hourly rate may not be greater than the prorated hourly wage of lowest paid employee who is capable of doing the task.

• Above fee sometimes discourage poor record keeping

• Do not allow photos of records

Records Requests

• Special Education students pay for field trips and overnight expenses the same as general education students

• School District pays for any additional expenses related to :– specialized transportation that may be needed for

student to attend– Extra staffing needed for 1:1 or 1:2 coverage related to

personal care/hygiene (toileting), behavioral issues (bolting) etc.

• Do you use parent(s) as chaperones?

Field Trips

Chapter 70

• There are two cost increment categories provide extra $ to educate special education students. Despite actual # of special education students, foundation formula assumes:

1) in-district special enrollment = 0.0375 times foundation enrollment

2) out-of-district special education enrollment = 1% of set foundation enrollment

• If you undercount your Oct 1 SIMS total enrollment you are losing money

• Include students that:– Attend your schools/RSD – you pay tuition for (i.e. charter schools, other school districts, special

education schools)

• Chapter 70 is calculated using SIMS data entered by your District

• Change to SIF (School Interoperability Frameworks) means your district must have data all clean by Oct 1st when DESE grabs your data.

• SIF/SIMS error reports are now available anytime

http://www.doe.mass.edu/finance/chapter70/

Chapter 70

Cherry Sheet• Don’t forget about Cherry Sheets Assessments/Offsets

• Usually this is payment for educational expenses (tuition) but can be revenue in the case of school choice– School Choice– Charter School– Regional Agricultural, vocational and technical schools– Special education assessment for state schools

• Review the enrollment report these schools submit to

DESE: Do you know these students? • Consider checking residency• Figures are used to calculate tuition rates • Changes will affect the district’s assessment.

Tax Levy

• Taxpayers often ask to see the total cost less any revenue so they– Understand what they are paying for– Know what their cost share is in terms of dollars and

percentage – See financial accountability

• Transparency is essential

• Avoids questions and accusations

• Your budget document can help– people to become familiar with programs, budget

format, narrative & charts – Highlight changes

Resource & Service Delivery• Staffing Models• Consulting Services• Procurements

• IEP service grids drive staffing levels

• Workloads and caseloads drive staffing levels

• Workloads and case loads are different– Caseload is the number of students – Workload is how many hours spent working

• Not all students are equal

• Some students require little services/less work while others require intensive direct services and many hours of indirect work

Staffing Models

• Workload – work that is not direct service– Team meetings– Progress reports– Evaluations– Consult time

• Is coverage needed if staff doesn’t have enough time to do workload and caseload?

• Who provides coverage? – Subs, paraprofessionals, consultants, floater?– Is this effective and/or best for students?– Is there a more effective/efficient way?

Staffing Models

How and who determines service delivery model is really important:

• How many special education students are in the general education/sub-separate classrooms?

• What is the level of need/support for student(s)?

• How many paraprofessionals are supporting the classroom/group?

• What is the right mix of teachers and paraprofessionals?

• Who decides if a student receives 1:1, small or large group instruction?

Staffing Models

• Evaluate caseload & workload assignments– Are they equitable?

– How do you evaluate equity?

– What factors and criteria are evaluated?

– What can and can’t you control?

Staffing Models

• Eligibility/Entrance/Exit Criteria– Who decides what the criteria are?– What are the criteria to be eligible for consideration into a

program– Do your on the staff know the criteria, especially those who

may recommend or evaluate if a student is a candidate?– Are these criteria being consistently applied to all students

in the district?

Staffing Models

• Who is making referrals?– Parents– Teachers

• Who is doing the evaluations and how many?

• Is a specific staff member or school having high rates of (in)eligibility– Consider impacts of district wide

programs

Staffing Models

• School master schedules impacts:– Some blocks off limits?

– Are special education students scheduled first rather than last?

– Who does and how well scheduling is done matters

– If the above items changed, what would the impact/outcome or risk/reward be?

Staffing Models

In house-staff vs. consultants

• Efficiencies can be gained if you have the workload

• Better quality/service and may be cost neutral or reduction

• Better coordination/support for students, teachers and, parents

• More control

Staffing Models

Impact the Budget

• Staffing needs– How many– What kinds of staff?

• OT, PT, SLP?

• Caseload levels– 1:1– Small Group– Large group

Staffing Models

• Need way to obtain/track caseloads & workload so know impact to the budget

• How many students require paraprofessional support?

• Technical Assistance Advisory SPED 2014-3 (revised): Identifying the Need for Paraprofessional Support

• How many paraprofessional staff hours are needed for a particular school/program/district?

Staffing Models

Consulting Services

Exemptions:

• M.G.L. c. 30B §1(b)(8) an agreement for the provision of special education pursuant to M.G.L. c.71B and regulation promulgated pursuant thereto

• Just because the Special Education/Student Services Department is buying it doesn’t mean it is automatically exempt.

Analyze the situation:• Would I competitively buy this if I were

buying it for general education?

• Are the multiple sources for the item?

• What is the dollar amount for this purchase and future anticipated exemptions?

• How can I ensure I am getting a good deal? - The fleecing of student services/special education

Does an exemption apply to … and if so, is it in my best interest to apply it?

Consulting Services

• Expert witness re hearing/lawsuit - 30B §1(b)(13)

• Lawyers - 30B §1(b)(15)

• Health care individuals, nurses, health care providers, social workers, psychiatric workers… - 30B §1(b)(16)

• Job related training, educational/career development for your employees - 30B §1(b)(22)

• Contracts with architects, engineers and related professionals - 30B §1(b)(32A)

Consulting Services

Consulting/Professional services:• Tutoring– In-House staff (existing employees)– Tutoring agencies– Hospitals

• Translation services– In-House staff (existing employees)– OSD statewide contract re translation

services– Hire your own consultant/contractor

• Professional Development• Program consultation and/or

development• Staffing levels/program review• Direct service providers: OT,PT, SLP,

SW, Psych. Asst. Tech. Aug. Comm.• Outside Evaluations• Program expansion: including

facilities (modulars and FF & E to bring in/expand in-house programs

Consulting Services

Consulting Services

• Who is an Employee vs. Who is a Contractor?

• IRS factor test• Have already fined several districts • IRS looks back in time.• Do analysis• Change staff if necessary• Get ahead of the IRS

Supplies: Bid vs. local or national collaborative vs. OSD

• Office supplies: paper, pens, staples, tape

• Instructional materials and supplies– Consumables: work books, paint,

scholastic magazine

– Textbooks, curriculum support & manipulatives

– Testing protocols and materials• NCS Pearson, PAR, Linguisystems,

Pro-Ed, Multi-Health etc

• Some now only have on-line scoring

Supplies

Technology

• Hardware: computers, projectors, whiteboards, iPads, iPods, tablets, servers

• Assistive technology and augmentative communication tools – Consider Loaner/Liability

agreement, if equipment goes home

Technology• Software: No longer just something

you own and load onto your computer that is solely controlled by your district

• Curriculum/text books/on-line subscriptions– Now in all content areas

– Blended with other functionalities including:• Assessment tolls

• Data storage

• Data gathering

Technology

• Apps

• Programs for work/compliance– Student information systems

– IEP software programs

– Transportation routing

– Fee collection

– Medicaid

– Scoring of assessments

SPED TransportationOut-of-District • Residential Placements• Day/Collaborative placements• Assessments, extended evaluations

In-District • Geo-coded schools• Placement at district-wide programs

– Cost related to students attending their non geo-coded schools

– Pay special attention to transition years • After-school activities: access issues• Field trips/overnights• ESY

SPED Transportation

Procurement method• No Bid• Your own process: Bid, quotes, sound

business practice• Collaborative bid allows for efficiencies:

-Saves time: EDCO/LABBB bids & manages-Saves money• Maximizes # of students per vehicle • Share monitor costs

-Maintains/improves quality

SPED Transportation

Check the Transportation Section of the IEP Requirement

• Details• Monitor• Programs and placements• Requirements change over time

of year– New IEPS– Amendment– New/change to placements

SPED Transportation• Type of vehicle

– Number of seats– Van , bus, minibus,

new alternative vehicles

– Handicap accessible/lift

• Features of vehicle– Seat belt locks– Safety vest/Harness– Security gate– Wheelchair accessible– Car seats/Boosters

• Student needs– Seats for/number of

monitors– Behavior issues– Length of route– Mix of students

SPED TransportationCollaborative efficiencies:• FY08: Arlington, Burlington & Lexington: 21 students

– Estimated savings $75K

• FY09: Waltham & Watertown join: 100 students– Estimated savings $90,000

• FY10 & FY11: Belmont joins. Contract awarded to 6 companies, 350 students– Lexington reports spending $400K less than previous yr– Arlington reports $67,750 savings– Watertown reports $90,000 savings

• FY12-FY14 – Over 400 students to 100 schools/programs

• Data provided by Gerry Mazor

SPED Transportation

Maximizing ridership:FY14 figures• Collaborative transported 462 students• Maximization of ridership– 50 of 76 schools have students form multiple

school districts– 7 of the 76 schools have multiple students on

the run- all from same district– 19 school shave students on singleton runs

• Data provided by Gerry Mazor

SPED Transportation

• Quality of Service: FY13 survey– Survey of over 400 parents and Reps. from 76

receiving schools/programs– 40% parents replied (168/416), with 88%

rating good or excellent– 64% schools replied (49/76), with 87% rating

good or excellent

• Data provided by Gerry Mazor

SPED Transportation

Parental Transportation Reimbursement

• If District offers and parent declines, no obligation to reimburse

• Reference 603 CMR 28.07(6): If a parent provides transportation to an eligible student … the school district shall reimburse …the prevailing rate per mile for state employees. Reimbursement shall be for no more than the round-trip distance between the home and the school for school attendance and school-sponsored extracurricular activities. Mileage shall be determined based on a direct route between the student's home and school. No parent shall be obligated to provide such transportation.

SPED Transportation

Parental Transportation reimbursement• Offer reimbursement if it’s

advantageous– currently $0.45– http://www.doe.mass.edu/sped/advisori

es/603cmr2807.html

• Evaluate reimbursement arrangements yearly

• Settlement agreements may require different reimbursement

Other Exposures

Other Exposures

• Standard contract terms and conditions– OOD Tuitions– Consultants

• Data Security Agreement• Move-ins/Move-outs and the law

– Out of state– In-state

• Date April 1st except collaboratives• Fiscal vs. programmatic responsibility• Homeless impact• What if change is placement/cost• Get LEA assignment

Other Exposures• Independent Evaluations• 114.3 CMR 30.00 Team Evaluation Services• http://www.mass.gov/eohhs/docs/eohhs/eohhs-regs/114-3-30.pdf

- 114.3 CMR 29.00 Psychological Services• http://www.mass.gov/courts/docs/lawlib/111-115cmr/114-3cmr29.pdf• - 114.3 CMR 39.00 Rehabilitation Clinic Services, Audiological Services, Restorative

Services • http://www.mass.gov/courts/docs/lawlib/111-115cmr/114-3cmr39.pdf• - 101 CMR 352.00 (Formally 114.3 CMR 52 Children’s Behavioral Health Services)• http://www.mass.gov/courts/docs/lawlib/101-103cmr/101cmr352.pdf• - 101 CMR 306.00 (formally 114.3 CMR 6.00 Mental Health Services Provided in – • Community Health Centers and Mental Health Centers)• http://www.mass.gov/courts/docs/lawlib/101-103cmr/101cmr306.pdf• http://www.mass.gov/eohhs/docs/eohhs/eohhs-regs/101-cmr-306-adoption.pdf• - Hospital outpatient Cost to Charge Ratios are calculated annually and on a

hospital by hospitalbasis by the Center for Health Information and Analysis (CHIA). This is not a mandated methodology but is a agreed to by most hospitals.

• (For more details contact Kim Smith at CHIA 617 701-8204.)

• Settlement & Mediation agreements– Have a standard checklist

• Cost shares with other districts and/or state agencies• Divorces, shared custody

– Residency– Does it created shared programmatic/fiscal responsibility

Other ExposuresIndependent Evaluations• 114.3 CMR 30.00 Team Evaluation Services

• 114.3 CMR 29.00 Psychological Services

• 114.3 CMR 39.00 Rehabilitation Clinic Services, Audiological Services, Restorative Services

• 101 CMR 352.00 (Formally 114.3 CMR 52 Children’s Behavioral Health Services)

• 101 CMR 306.00 (Formally 114.3 CMR 6.00 Mental Health Services Provided in Community Health Centers and Mental Health Centers)

• Hospital outpatient Cost to Charge Ratios are calculated annually and on a hospital by hospitalbasis by the Center for Health Information and Analysis (CHIA). This is not a mandated methodology but is a agreed to by most hospitals. (For more details contact Kim Smith at CHIA 617 701-8204.)

Questions?