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Coordinated Services Plan Sue Bement Sally Hollow Horn Bureau of Indian Education
Why? Where? • P.L. 108-446, 12/3/2004 Sec. 611(h)(5) • IDEA Regs, 8/3/2006 300.713(a)-(e) • www.bie.edu • Programs/Special Education/Plans
Why Coordinate Services? • Increased efficiency and improved service delivery outcomes • Sustained interagency collaboration and communication • Improved quality of services for children and family • Maximized resources and comprehensive services • Remote and isolated locations of many bureau funded schools
Children & Youth Who May Benefit from Coordination of Services • Children and Youth with disabilities who present extremely challenging behavior, which constitute a risk to themselves or others • Children and Youth with disabilities who have multiple medical and education needs • Children and Youth with disabilities who require mental health treatment
Children or Youth with disabilities who need out of home care or require residential placement, firstname.lastname@example.org or email@example.com • Children or youth with disabilities who are incarcerated in tribal or BIA operated or funded facilities and state facilities. • Infants, toddlers and preschool aged children with disabilities, firstname.lastname@example.org
Homeless Youth • C/Y with disabilities who are homeless or have been legally removed from the family unit by the State, BIA or Tribal agencies • John McLaughlin, email@example.com • Sue Bement, firstname.lastname@example.org • Katherine Campbell, email@example.com • http://www2.ed.gov/about/offices/list/osers/policy.html
IDEA and coordinating services • DOI and DHHS (BIE & IHS) will enter into a MOUfor the “coordination of services, resources and personnel between their respective federal, state and local offices” • Related to responsibilities and costs “including child find, evaluation, diagnosis, remediation or therapeutic measures and equipment and medical or personal supplies as needed for a child to remain in school”
CSP potential outcomes: • Build capacity for coordination of services • Increased collaboration and communication between BIE and other service systems • Development of comprehensive services to address all identified IEP needs of Indian children with disabilities
BIE Level Quality Indicators 1. BIE Special Education Division identifies staff or personnel who are responsible to facilitate the implementation of the Coordinated Services Plan. 2. BIE develops linkages and contacts with external service providers and partners such as IHS, Tribal and State Vocational Rehabilitation, BIA and Tribal Correctional Facilities, BIA Juvenile Detention Centers, Tribal Law Enforcement, Tribal Community Colleges, Head Start, Early Start, and State Department of Health and State Department of Education regarding service coordination. 3. BIE develops linkages and contacts with internal service providers and departments such as FACE and Baby FACE, REPP, JDC, General Education Initiatives, Education Line Offices, and BIE Funded Schools regarding the coordination of services. 4. The BIE informs the Line Offices and BIE funded schools of any policy and procedure changes as a result of federal legislation that impact the coordination of services. 5. BIE collects and analyzes data regarding the coordination of services at the local level through the special education monitoring process (self assessment tool and LEA Special Education Policies and Procedures).
Local Level Coordination of Service • Emotional/Behavioral Challenges • Residential Placement • Medically Fragile • Youth and Adult Student Incarceration • Low Incidence Disabilities • Homeless/Removed from Family • Transitioning from Part C/Early Intervention services to Part B/Early Childhood Special Education • Transitioning from Early Childhood services to Kindergarten • Transitioning from High School to Post High School • Provision of early intervention and early childhood special education services • Truancy and excessive absences • Academic/Education Challenges