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El Dorado County Charter SELPA

Vicki L. Barber, Ed.D. County Superintendent

David M. Toston SELPA Executive Director

Goals for Today

Share our history

Provide an Overview:

Governance and Leadership

Special Education Programs

Fiscal Operations

Program & Fiscal

Accountability

Help you answer these questions:

Do you have the capacity to be an LEA for Special Education?

Is the Charter SELPA a good fit for your organization? Are you a good fit for us?

What are next steps? (application process and selection process)

2

Governance

Programs Fiscal

Approximate times

2:00 to 2:15 Introductions & Welcome

Vicki Barber 2:15 to 2:30 History

Vicki Barber and David Toston 2:30 to 2:45 Governance

Vicki Barber and David Toston 2:45 to 3:00 Program

Amy Andersen 3:00 to 3:15 Fiscal

Francie Heim 3:15 to 3:30 Application Process/Closing

Charter SELPA Team 3:30 to 4:00 Questions/Other

3

EDCOE Charter SELPA Leadership Team

5

Vicki L. Barber, Ed.D. County Superintendent

Jeremy Meyers Deputy Superintendent

Robbie Montalbano Associate Superintendent

David M. Toston Executive Director

Amy Andersen Director

Lisa Donaldson Business Services Assistant

Emi Johnson Consultant with EDCOE

Francie Heim Consultant with EDCOE

Heather Edwards, Esq. Legal Counsel

Plus many more staff members who support our Charter

SELPA members

Commonly Used Acronyms

AU Administrative Unit

CASEMIS CA Special Education Management Info. System

CDE CA Department of Education

CEO Chief Executive Officer

CEO Council – Charter CEO is representative

EDCOE El Dorado County Office of Education (COE)

LEA Local Education Agency

MOE Maintenance of Effort

SEIS Special Education Info. System (IEP online)

SELPA Special Education Local Plan Area

6

Charter SELPA Timeline

8

SELPA

Each Local Educational Agency (LEA) (meaning district or charter school) must belong to a Special Education Local Plan Area (SELPA).

A SELPA is the service area covered by the local plan for providing special education services to individuals with disabilities in that area under the state and federal law (EC 56195.1).

An LEA may be a member of a single district SELPA or a multi-district SELPA. Charters may be deemed an LEA of the SELPA or they may be operating under the authorizing district’s LEA status.

There are three Charter SELPAs now operating:

El Dorado COE

Los Angeles COE (2010-11)

Sonoma COE (2012-13)

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Charter SELPA Value Statement

Rationale for Charter SELPA

State Board Approved Charters

Statewide Benefit Charters

Charters Demonstrating Capacity to be an LEA and not able to develop a mutually beneficial relationship with their authorizer and/or geographic SELPA

Options will change the dialogue with Authorizers and SELPAs

10

SELPA

Each SELPA looks different, but what they have in common is:

LOCAL PLAN that determines how they provide services and establishes the governance structure.

ALLOCATION PLAN that determines how they distribute funds.


Local Plan available on Charter SELPA website

Defines governance

Allocation Plan available on Charter SELPA website

Defines distribution of funds as well as a multitude of fiscal operating procedures

http://www.edcoecharterselpa.org

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Underpinnings of the Charter SELPA

Charters have the ability to recruit, select, and employ their own staff

Full participation in decision making – including developing an Allocation Plan

Quality Special Education Services – Optimizing Economy of Scale and Eliminating Unnecessary Redundancy

Model for Alternative Methodology for Delivering Compliant Special Education Services

Serve as Research and Development Entity with Credibility

Best Practices Delivery Systems

Positive Impact on Statewide Concerns

12

Special Education Administrative Unit

Each SELPA has one LEA (district or COE) that serves as the Administrative Unit (AU). For the Charter SELPA, that is EDCOE. There are a number of leadership and financial functions handled by the administrative unit. Below are some key characteristics of a well operated AU from a fiscal perspective.

Strong understanding of special education funding (history and current issues) Proactive support for legislative changes when necessary Understanding of the impact of proposed legislation on the SELPA Early notification to SELPA members of future fiscal impacts SELPA allocation plan (funding) is well documented with a clearly defined

governance approval process for updating Allocation plan numbers are updated on a regular basis (no surprises!) Program and business meet together to review the allocation plan data (some

form of finance committee to review documentation on a regular basis)

13

SELPA Responsibilities

The SELPA is responsible for ensuring that special education services are available to all eligible children in member LEAs, provide program support and oversee the distribution of funds to LEAs. Services provided by the SELPA include :

Curriculum/Program Development support

Community Advisory Committee (CAC) support

Management Information System (MIS)

Technical assistance

Personnel development

Budget planning and review

Fiscal management

Program Specialists

Community awareness

Develop special education policies and procedures

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Charter SELPA Governance

Programmatic recommendations

to CEO Council

Identify training and

service needs

Provide feedback to AU*

Recommend

funding changes (Allocation Plan)

Make

recommendations to CEO Council

Future Planning

Service Needs

Distribution of

funds (Allocation

Plan)

CEO Council Executive

Committee Steering

Committee

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Membership

Finance Community Advisory Committee (CAC)

Other

*AU Administrative Unit – El Dorado County Office of Education

http://www.edcoecharterselpa.org/

Charter SELPA Governance Principles

Participation Norms

Voting Rights

Cultural Norms

Core Principles for Financial Decisions

Stability and Predictability of Funding

Timely and Accurate Projections

No Surprises

Timely and Accurate Distribution of Cash

Reasonable and Consistent Rationale Developed for Decisions

Standard of Fairness and Equitability

Transparency 17

Governance

CEO sets the culture relative to Special Education

Seek and serve

Quality programs

Quality staff

Strong systems for data collection

Program

Business

Attend meetings

Attend trainings

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Role of the Charter CEO

As CEO:

Attend September and May CEO Council meetings at a minimum.

Set the vision for your charter to serve students with special needs.

Provide leadership to ensure that Special Education program offerings are of high quality.

Ensure your staff understand the importance of attending Charter SELPA Steering Committee meetings, utilizing resources offered by the Charter SELPA staff, and attending trainings.

Ensure that your fiscal staff are appropriately represented at Charter SELPA meetings and trainings.

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Other Provisions

Each LEA has the full and exclusive authority and responsibility for employment of staff within their respective LEA.

No LEA may enter into any agreement that infringes on any other LEA.

Managerial prerogatives shall not be infringed upon unless specifically set forth in the Local Plan.

Ultimate responsibility for educational programs, placements, and services rests with each LEA for their respective students.

CEO Council has responsibility and right to monitor and correct any Special Education matter which affects the SELPA – AU Staff responsible for oversight.

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Community Advisory Committee

The Community Advisory Committee (CAC), mandated by California law, serves to maintain an ongoing interaction between educators and parents and to advise the SELPA. Some of the primary functions are: Advise El Dorado County Charter SELPA LEAs regarding the

development, amendment and review of the local plan for special education.

Provide parent education through topical presentations and informational meetings.

Provide an opportunity to learn and share with other parents who have similar experiences.

Enrich advocacy skills. Build communication between schools, parents and

related agencies. Promote community awareness.

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El Dorado Charter SELPA Program Team

David M. Toston Charter SELPA Executive Director Amy Andersen - Director

Tamara Clay – Program Specialist Sadie Pinotti – Program Specialist Dubravka Tomazin – Program Specialist Vacant Position – Program Specialist Steve Pedego – Behavioral Psychologist Emi Johnson – Program Consultant

Administrative Support Staff

Kathleen Hall – Administrative Program Assistant Angela Chance – Program Technician – SEIS/CASEMIS Dani Aposhian – Administrative Support Pamela Garcia – Administrative Support Patti Mercer – Administrative Support Vacant Position – Administrative Support

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Successful Charter Special Education Programs

Identification of Students

Student coming to the charter with IEP

Identification of student needing IEP

Charter staff trained in on-line IEP (SEIS) system

Establish Programs

Early Intervention programs

Hire quality staff or contract

Contact Charter SELPA Staff

Call for advice

Attend Steering Committee meetings

Attend professional development

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Anticipated Student Population

How many students? Assume a sample population – 500 students

10% = 50 students identified as students with special needs (State average)

8% = 39 students (Charter SELPA average)

39 to 50 students

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500 students - expect 39 to 50 Sped

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1

Statewide

SpEd

K-12 Pupil

Count

Dec 11

Charter

SpEd

K-12 Pupil

Count

Dec 11

Sample 500

Students

State Ave

Sample 500

Students

Charter Ave

2 a b c d e f

3 500 500

4 10% 8%

5 50 40

6 Intellectual Disability ID 34,059 57 3 1

7 Hard of Hearing HH 7,684 57 1 1

8 Deaf Deaf 3,221 6 - -

9 Speech or Language Impairment SLI 132,808 840 11 8

10 Visual Impairment VI 3,488 13 - -

11 Emotional Disturbance ED 25,288 156 2 1

12 Orthopedic Impairment OI 11,341 35 1 -

13 Other Health Impairment OHI 57,992 560 5 5

14 Specific Learning Disability SLD 275,795 2,297 22 21

15 Deaf- Blindness DB 115 - - -

16 Multiple Disability MD 4,084 5 - -

17 Autism AUT 60,804 262 5 2

18 Traumatic Brain Injury TBI 1,560 11 - -

19 Total 618,239 4,299 50 39

Estimated SpEd population for a Charter

school with 500 students (using state

averagesand Charter SELPA average)

Staffing & Services

Two primary services (typical for a small charter – you may have additional services)

Specialized academic instruction

Resource teacher or Education Specialist (credential -mild/moderate disabilities)

Speech and language (duplicated and unduplicated)

Support Services

Instructional Assistants

Psychologist

Nurse

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Staffing & Services

Related Services

Occupational Therapy (OT)

Physical Therapy (PT)

Behavior Therapist

Adaptive PE

Audiologist Services

Assistive Technology

Transportation

Other Services

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Data Reporting

We have a myriad of data reporting requirements to fulfill.

The Charter SELPA and each Charter LEA need to maintain a high level of integrity with regards to our data collection and reporting to the federal government and the State of California.

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Pupil Counts

Charters will utilize Special Education Information System (SEIS).

IEP student data online system

EDCOE provides the software and training.

Web-based IEP system

Any computer with internet access

Internet Explorer is preferred web browser

Your responsibility is to assign staff to maintain the data for your charter and put systems in place to ensure a high level of accuracy.

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Steering Committee

8 meetings a year- Usually 3rd Wednesday of the month

Centralized locations – Time: 10:00 a.m.

The Committee is made up of charter special education administrators and charter representatives (administrators and/or teachers). They meet on a regular basis to develop implementation strategies and for the purpose of coordinating special education programs and services throughout the Charter SELPA.

The primary tasks of the group are to develop programmatic policy recommendations regarding current issues/legal issues, review recommendations developed by Charter SELPA CEO Council and provide input, disseminate information to all charter programs SELPA-wide, form task forces to study an issue, develop a policy and bring recommendations to group, communicate reporting timelines, review best practices, and provide a forum for members to bring questions, items of interest or SELPA-wide needs to a larger group.

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SELPA Resources

Charter SELPA staff are committed to your success SELPA Staff

Phone call away Site visit Assist in IEPs

Legal Helpline Additional support provided by Charter SELPA

Ongoing Professional Development On-line resources (Training, Procedural Guide,

Resource Guide, IEP Manual)

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If accepted into the Charter SELPA – What to do first?

As a new member in 2013-14:

Develop program/hire staff/budget

Notify EDCOE SELPA- start dates, current system, staff

Notices to all students in Special Education (letter)

30 Day interims signed

Begin entering students into SEIS

Hold IEPs (addendums) within 30 days of start of 2013-14 school year

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El Dorado Charter SELPA Fiscal Team

Robbie Montalbano Associate Superintendent of Administrative Services

Lisa Donaldson Business Services Assistant

Additional support from business office team

Lisa and the EDCOE team provide support: Timely and reliable budget data Coordination of financial reporting Cash flow projections Cash disbursements as timely as possible Answer questions as needed on daily basis Training in the field through various workshops

The Charter SELPA receives additional support: Francie Heim (retired EDCOE Deputy Superintendent) Emi Johnson (retired EDCOE SELPA Director)

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Building a Special Education Budget Income

State and federal. How much? Varies. Expenditures

State and federal. How much? More than income. Local Contribution

Statewide, districts spend 40% more in special education than they receive in income.

Federal Maintenance of Effort Spend as much at the state and local level as you spent in the

prior year (with some exceptions). Cash flow

Late, later, and deferred Mental Health

Tell me again… how do I need to spend and document these ? We have various trainings throughout the year that go into great detail on these topics.

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Building a Special Education Budget

Requires strong communication and partnership between Program and Business

Meet early and often to develop and monitor special education budget

Plan to spend more than you receive in income. Not Ok to say – “We can’t afford a service”

Cash flow is a problem – but can’t impact serving the needs of students

Special education budgets are constantly evolving

Contingency planning is critical – plan for the unexpected

Recommendation – have business and program attend our budget trainings together!

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Allocation Plan

Allocation Plan is the document that guides distribution of income for the SELPA. It represents several years of CEO Council decision making

over time. Basic Elements:

1. State funding distributed based on current year P-2 ADA

2. Because ADA definitions on various funding may lag a year, funding distributions to members may result in NOT all members receiving funding at the same rate. Each funding allocation will be addressed separately with this principle in mind. Federal funding based on prior year ADA.

3. Administrative component for EDCOE (from 4% to 6%)

4. Some type of set aside to protect future instability

5. Recapture of unspent funds

6. CMO/JPA/Other Non-profit flexibility (ability to reallocate funds within the CMO/JPA/Non-profit to charters)

7. Mental Health Funding distribution

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Comparison of Funding SELPA versus Charter SELPA

40

Federal portion

PY ADA x $140

SELPA Funding

Entitlement

PY ADA x $617 (or unique rate up to

$1,000)

plus

Growth ADA x $465

State

Portion

Federal

Portion

Charter SELPA

State Funding

CY ADA x $465

Funding Summary

Note: Per ADA amounts below.

However, state funding is based on current year ADA and federal funding is based on prior year ADA

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Year Year of EntryState

CY ADA

Federal

PY ADASubtotal

Admin

Contract

%

Amount

of

Admin

per ADA

Actual

IncomeSet Aside

Set Aside

Amount

Rate

After Set

Aside

4-7 2006-07 to 2009-10 465.44$ 140.00$ 605.44$ 5% 30.27$ 575.17$ 2% adjust/return

3 2010-11 465.44$ 140.00$ 605.44$ 5% 30.27$ 575.17$ 3% adjust/return

2 2011-12 465.44$ 140.00$ 605.44$ 5% 30.27$ 575.17$ 4% adjust/return

1 2012-13 465.44$ 465.44$ 6% 27.93$ 437.51$ 5% 21.88$ 415.63$

465.44$ 140.00$ 605.44$ 4% 24.22$ 581.22$ Reduced Admin fee to 4%. Must be

Year 3 Charter + and meet cri teria

2012-13 Funding

Charter LEA Income

42

Year 1 Year 2 Year 3 with 4% fee

$416 $435 $441

$140 $140

$22

$28

$30 $24

Income per ADA CharterState Revenue Federal Revenue Set-Aside Administrative Fee

$416*

$575* $581*

*state & federal net to Charter LEA

Basics Direct Cost, Direct Support, Indirect

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SPED

Direct Costs Trace back to

Services in IEP

SPED

Certificated Staff

SPED Aides

May include SPED

Administrator

Psych

Nurse

OT/PT

Speech

Other Direct

Support Pro-Rated

Facilities Custodial

Admin Indirect %

Income Federal

SPED

Income

State

Report by Object Code*

1000 Certificated

2000 Classified

3000 Benefits

4000 Books/Supplies

5000 Operating Expenditures

6000 Capital Outlay

* Additional reporting required by setting and services

Basics – Local Contribution

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SPED

Direct Costs

Direct

Support

Indirect %

Local Contribution

Unfunded Portion of

Special Education

Costs

Income Federal

SPED

Income State

Federal Government and State of

CA do not fully fund Special

Education. Statewide, 40% of

costs are funded from local sources

(e.g. District/Charter general fund

revenue per student)

Basics – Maintenance of Effort

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Expenditures

from State and

Local Sources

Maintenance of

Effort

Income Federal

SPED

Income State

Direct Costs

Federal

All Other

SPED Costs

(state &

local)

Federal Government requires that

the local LEA maintain the same

level of expenditures from state and

local sources (with some

exceptions).

Basics – Excess Cost Requirement

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$6,000 Minimum spent from State

and Local

SPED

Expenses

from State

& Local

Minimum Requirement

Average GF Expenditure

per Pupil x SPED FTE

$6,000 x 1 SPED FTE (10

students x 10% of time in

SPED = 1)

Expenditures

from state &

local must

exceed

minimum

required

Cash

Cash Flow State Aid

Year 1 in the Charter SELPA (new member)

State aid cash does not flow until February (and is subject to further deferral)

Charter SELPA has a Special Education cash flow advance program for year 1 charters

Federal funding (starts in year 2)

Significant delays in cash flow as well. Federal government operates on reimbursement process.

48

Fiscal Success

Building your budget

Program and Business partnership

Attend trainings together

Reliable accounting systems to capture data

Monitor maintenance of effort (MOE)

Timely reporting of data to EDCOE

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Meetings/Trainings

Charter SELPA Finance Meetings October

June

On-line via Blackboard/Elluminate

Maintenance of Effort (MOE) February/March (Sacramento, San Diego, Oakland, LA)

Budget Trainings August (Sacramento, San Diego, Oakland, Los Angeles)

March (same 4 locations – following MOE meetings)

Regional trainings available upon request

50

El Dorado Charter SELPA

Admission Process

Priority for SBE Approved Charters

Priority for Expansion of Current Members

Existing Charters

1 Year Notice

Primary Reason – Access and Quality

Fiscal Issues Cannot be Primary Rationale

Quality Programs – Demonstration of Capacity

Application Process

SELPA Review/Membership Committee 52

Terminating SELPA Membership

Member termination requires 12 months prior notice of intended termination

Final written notice to the AU no more than 6 months after LEA’s initial notice

EDCOE Superintendent may terminate a member from the SELPA under the same provisions noted above –

12 months written notice of intention

Final written notice no more than 6 months after initial notice

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Application Process

El Dorado County Charter SELPA www.edcoecharterselpa.org

Currently Available Online:

Notice of Intent

Application

Agreement for Participation

SELPA LEA Assurance Statement

Federal Assurance Statement

Copy of rubric used to evaluate application (available November 1st)

Online Submission Available Now

User log-in and password

Application and Support Documents Upload

Status of Application

Complete Applications due Friday, January 11th , 2013 by 5:00 p.m. PST

For assistance with the application process, please contact Angela Chance at (530) 295-2232

54

Application Process

Points Awarded by Category

Required Elements – 50 points

Special Education Process – 50 points

Special Education Services – 50 points

Compliance/Capacity – 50 points

Fiscal – 50 points

Minimum Points per Category for approval

Each Category requires minimum of 40 points

55

Appeal Process

Application score must be within 10 points of minimum to be eligible for appeal

Additional Evidence or Compelling Information

May submit within two weeks of denial

56

Program Review

Charter SELPA Program Staff (first level of review)

Special Education Process – 50 points

Special Education Services – 50 points

Compliance/Capacity – 50 points

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Fiscal

Business Office Staff (first level of review)

Fiscal – 50 points

Audit report review provides some insights into fiscal solvency, cash solvency. Lack of compliance findings suggest operational capacity. Note: if CMO, we require charter audit and CMO audit report as well.

If a start up charter in 2012-13 or 2013-14, current budget (and multi year projections) will be reviewed in lieu of an audit report. We will be looking for insights into fiscal solvency.

Special Education budget provides some insights into your ability to plan and develop a budget and an understanding of basic reporting requirements.

58

Closing Thoughts

Our goal today is to help you make a decision on whether you are ready to be an LEA in the Charter SELPA.

Not all charters have the capacity to be an LEA and take on this added level of responsibility to provide services, ensure compliance, and perform necessary record keeping in the program area and financial area.

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Program & Fiscal Accountability If a Charter meets any of these criteria,

there could be a visit in the future to ask the question -

Do you have the capacity to be an LEA?

Co

mp

lia

nce

Is

sue

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Core Questions

If you are successful in the application process…..

Do you have the capacity to be successful?

Do you have the leadership and capacity to establish successful programs serving children with special needs?

Are you ready for program responsibility?

Are you ready for the financial responsibility?

62

Successful Charters as LEAs

Our Goal

Ch

art

er

SE

LP

A

Re

pu

tati

on

63

Closing Thoughts

64

Our goal is to create strong working relationships between El Dorado County Office of Education (EDCOE) staff

and Charter staff.

We are committed to providing support to your staff, to ensure their success in providing services to students with special needs.

We have a myriad of data requirements to fulfill. The Charter SELPA and each Charter LEA needs to maintain a high level

of integrity with regards to our data collection and reporting to the federal government and the State of California.

Should you be a successful applicant, our team is here to support you in those efforts.

Charter SELPA Value Statement

The Charter SELPA has further established the following value statements that help define the underpinnings of this organization: 1. Charter schools participating in the Charter SELPA have the ability to recruit, select, and employ their own special education staff to meet the needs of their students. 2. The Charter SELPA prides itself in providing full disclosure of information, particularly in the area of financial data, and in facilitating full participation of the charter school LEAs in decision making through the governance structure. 3. The creation of the Charter SELPA has a goal to provide quality value added services to participating charter school LEAs by optimizing the economy of scale for services and eliminating unnecessary redundancy. By joining together and utilizing technological communication strategies, even with a wide geographic distribution of charter school LEAs, the Charter SELPA can achieve an efficiency and maximize the utilization of limited resources. 4. The Charter SELPA is striving to be a model for an alternative methodology for delivering special education services that are compliant and meet the letter and spirit of the law for providing a free appropriate public education. In this regard, the Charter SELPA can serve as a research and development entity and establish credibility in pursuing other means and opportunities in providing services to eligible students. 5. It is hoped that the Charter SELPA will be recognized as a successful and creditable venture and can attract additional resources in order to expand implementation of model special education programs for charter schools. 6. The Charter SELPA has an interest in delivering tools and services that respond to the needs of charter schools and allows them to more expeditiously and appropriately provide special education programs and services. 7. On a long range basis, the Charter SELPA can hopefully have a positive impact on statewide concerns in the area of special education and serve as catalyst for solving issues by bringing greater efficiency, alternative strategies, and knowledge to the public discourse.

67

Special Education Legal Background/Key Elements Federal Pl94-142/IDEA and California State Law

Individualized Educational Program (IEP) - The right of a child to an educational program designed to meet his/her individual needs and based on adequate assessment is assured. At age 14 to 16 this includes the development of an Individual Transition Plan (ITP) to provide for transition into the world of work.

Child Find - Each public school system is responsible to find children with disabilities in its area.

Free Appropriate Public Education (FAPE) - Each public school system is responsible for ensuring that each child with disabilities is served appropriately, at no expense to the parent.

Least Restrictive Environment (LRE) - Each child is assured of his/her right of education with non-disabled peers to the maximum extent appropriate to the needs of both.

Due Process - The right of parent participation, and challenge, in all aspects of assessment, identification and placement is assured; involves mediation or administrative hearing procedures and complaint procedure in case of disputes.

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Language of Special Education

69

Gen Ed

Options RtI

Special

Education

Budget

Allowable

charge to

SPED up

to15% of

Federal

Not

charged

to SPED

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Intellectual Disability (ID) was Mental Retardation (MR)

Hard of Hearing (HH)

Deafness (DEAF)

Speech or Language Impairment (SLI)

Visual Impairment (VI)

Emotional Disturbance (ED)

Orthopedic Impairment (OI)

Other Health Impairment (OHI)

Specific Learning Disability (SLD)

Deaf-Blindness (DB)

Multiple Disability (MD)

Autism (AUT)

Traumatic Brain Injury (TBI)

Language of Special Education Primary disability category of the student as identified

in the IEP (Individualized Education Program)


"Severely disabled" means individuals with exceptional needs who require intensive instruction and training in programs serving pupils with the following profound disabilities: autism, blindness, deafness, severe orthopedic impairments, serious emotional disturbances, and severe mental retardation. The term also incorporates “low-incidence disabilities”.

All other disabilities are considered “non-severely disabled”.

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"Low Incidence Disability“ means a severe, disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe orthopedic impairments, or any combination thereof.

72

Mental Health Services

The federal Individuals with Disabilities Education Act (IDEA) requires that mental health services be provided to students with disabilities in order for them to access their education. Since 1984 and the enactment of AB 3632, the mandate has been on county mental health agencies to provide the service.

Services range from counseling to costly non public school residential placements.

In October 2010, the governor suspended AB3632 which caused the funding to shift from county mental health to school districts.

Confusion reigned from October 2010 to the present on allocation of funding and shifting of services. Dust has settled (sort of).

El Dorado Charter SELPA has a plan in place (which we continue to refine) to allocate funds. Charters may continue to work with county mental health or other vendors to provide services or may hire staff.

73

Documents to Read (online)

Detailed document required by law that describes

how services are provided and how governance

operates. Approved by the El Dorado County

Board of Education.

Detailed documentation of how funding is

distributed within the SELPA. Approved by CEO

Council.

CEO Council approved policies.

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Participation Agreement

Defines roles and responsibilities of SELPA and

Charter LEAs.


Responsibilities LEA AU Both

Recruit, select, employ and evaluate Special Education direct service staff

x

Recruit, select, employ and evaluate SELPA staff x x

Conduct and/or contract for Special Education programs and services

x

Organize and administer activities of IEP Teams x

Provide facilities to house programs x

Provide professional development x

Establish and maintain pupil information system x

Provide all information on student enrollment, program expenditures, and program evaluation

x

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Organize and maintain governance structure entities, including CEO Council, Steering Committee, Executive Committee, Community Advisory Committee, and other committees established

x

Support the governance structure by attendance and participation in the various established committees

x

Create and update Special Education Procedural Guide as needed

x

Develop Policies and Administrative Regulations that ensure compliance with state and federal laws and regulations as well as the Local Plan

x

Provide and/or arrange transportation to programs that are conducted by the LEA

x

Provide for the acquisition and distribution of materials, equipment, supplies, and textbooks for programs conducted by the LEA

x

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Provide the method and forms for the LEA to report to the AU on program expenditures, student enrollment, pupil count, and other information required

x

Develop interagency referral and placement procedures and ensure that interagency MOUs are in place

x

Receive Special Education apportionments x

Receive Special Education funding from the AU in accordance with the Charter SELPA Allocation and Budget Plan

x

Ensure a continuum of program options for students x

Participate in Self Review and other evaluation programs x

Review individual placements as requested by parents x

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Provide reasonable assistance to the LEA upon request on complaint issues, due process cases, etc.

x

Respond to the state on LEA issues, complaints, and due process cases

x

Coordinate with CDE and other state agencies on issues involving special education and the Charter SELPA

x

Cooperate in the development of curriculum for the classes and the development of program objectives with the AU

x

Provide for the communication with parents in accordance with the Local Plan

x

Adhere to state and federal laws and regulations in the conduct of special education programs and services, including the identification, assessment, instructional planning, and review of pupils

x

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Act as an agent for Charters participating in the plan as specified in the Local Plan, including but not limited to receiving, compiling and submitting required reports

x

Provide coordinative services with the LEAs in the development and implementation of referral, assessment, eligibility criteria, data collection, instructional planning, communication with parents, special education forms, community resources, curriculum and such other matters as are appropriate in the area of special education

x

Perform other services reasonable and necessary for the administration and coordination of the Plan

x

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