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Bureau of Indian Education Coordinated Services Plan Sue Bement Sally Hollow Horn

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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?. - PowerPoint PPT Presentation

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  • Bureau of Indian Education Coordinated Services Plan

    Sue BementSally Hollow Horn

  • 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 outcomesSustained interagency collaboration and communicationImproved quality of services for children and familyMaximized resources and comprehensive servicesRemote and isolated locations of many bureau funded schools

  • Children & Youth Who May Benefit from Coordination of ServicesChildren 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, bertha[email protected] or [email protected] 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, [email protected]

  • Homeless YouthC/Y with disabilities who are homeless or have been legally removed from the family unit by the State, BIA or Tribal agenciesJohn McLaughlin, [email protected] Sue Bement, [email protected] Campbell, [email protected] http://www2.ed.gov/about/offices/list/osers/policy.html

  • IDEA and coordinating servicesDOI and DHHS (BIE & IHS) will enter into a MOU for 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 servicesIncreased collaboration and communication between BIE and other service systemsDevelopment 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 ServiceEmotional/Behavioral ChallengesResidential PlacementMedically FragileYouth and Adult Student IncarcerationLow Incidence DisabilitiesHomeless/Removed from FamilyTransitioning from Part C/Early Intervention services to Part B/Early Childhood Special Education Transitioning from Early Childhood services to KindergartenTransitioning from High School to Post High SchoolProvision of early intervention and early childhood special education servicesTruancy and excessive absencesAcademic/Education Challenges

  • TEAMWORK CAN MAKE A DIFFERENCE

  • It takes more than a village to raise a child!

    *10/14/04*10/14/04*10/14/04*10/14/04*10/14/04*10/14/04*10/14/04**