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[ Background noise ]
Malcolm: Good morning.
This is Malcolm Conner.
Today we're going to do the webinar.
We're going to deal with intensive interagency -- the interagency process.
We're going to talk about home education, homebound instruction
and instruction conducted in the home.
We're going to take a look at both the definitions
and the regulations for both of those areas.
Placement decisions -- placement decisions are made by the IEP team and they start
with the least restrictive environment with supplementary aids and services.
We should take a look at the least restrictive environment before proceeding
with the more restrictive educational setting.
[ Pause ]
Our goal today is to provide a definition for intensive interagency process.
We're going to deal with home education and distinguish between home education,
homebound instruction and instruction conducted in the home.
[ Pause ]
We're going to take a look at the intensive interagency initiative.
This is really a process or a system that is a coordinated effort
between the Pennsylvania Department of Education, PaTTAN,
aTTAN and other child serving agencies.
The intensive interagency initiative is the result of a court case which was Cordero
versus the Commonwealth of Pennsylvania.
And what it did is it developed a process for special education students for home
when the local educational education agency could not provide an appropriate educational
program within the public school setting.
And this was -- what we're dealing with is placement for special education students
who were waiting more than 30 calendar days for placement
or assisting the local educational agencies for students that who are at risk of perhaps waiting
for more than 30 calendar days for appropriate educational placement.
What we're going to do is take a look --
I'm going to review the basic educational circular entitled Intensive
Local educational agency.
When I talk about local educational agency,
that's both the school district and the charter school.
They both -- they play a vital role in the intensive interagency process.
It's a coordinated effort with Pennsylvania Department of Education,
local educational agency, and child serving agencies to assist in placement
of special education students where alone the local educational agency could not provide
appropriate educational program and they have been waiting for more than 30 calendar days.
The LEA identifies the special education students
who need interagency intensive assistance.
And as far as the criteria is concerned, it's the local educational agency that refers --
initially refers the youngster who requires interagency coordination
and the criteria it's those local educational agencies determine they cannot currently serve
the student in public educational agency and the student has been waiting for more
than 30 calendar days for the provision of an appropriate educational placement.
According to the basic education circular,
the local educational agency reports the special education student.
And once the special education student has been referred,
then the regional interagency coordinator or RIC decides the process
and determines whether there's a need for interagency --
intensive interagency coordination.
If yes -- if the decision is yes, then the inter --
intensive interagency coordination will take place.
And it's an effort, it's an attempt to resolve the matter.
That basic education circular is on the website and there's the web address to get
to that basic education circular.
Here is the -- once you go to the PDE website, you will see the basic education circulars.
They are there; they're alphabetized and to get to the --
to open up the basic education circular, you click on the reference there
where it says 22PS5-502 or you scroll down to that.
The purpose of the inner --
intensive interagency coordination is not
to replace the local educational -- the local agency process.
It's the IEP team and the local interagency process
if they can resolve the placement issues then that's where that decision is made.
The IU consultants and the PaTTAN regional consultants coordinate the effort
for special education students.
The LEA determines that they cannot appropriately educate the special education
students who have been waiting for more than 30 calendar days.
There are other child serving agencies that are involved
in this process and they all play a vital role.
There is technical assistance that is provided.
As far as technical assistance, the LEA identifies the special education student;
the technical assistance, those people who are assigned from both RIC and the IU
and the PaTTANs will assist the LEA in identifying the special education students
and they will assist in developing and providing appropriate educational programs and placements
to meet the special education students needs;
and the goal is to serve the youngster in the public education setting.
If there is a dispute, the inter -- intensive interagency system is not designed
to resolve disputes pertaining to appropriateness of a program.
Those are to be referred to the Office for Dispute Resolution
which -- for mediation and due process.
As far as the LEA responsibilities, there are other resources that are available to parents,
advocates, and representatives of the child serving agencies.
These individuals can contact the consult line for information.
Once the LEA reports a special education student,
the Regional Interagency Coordinator reviews the case
and determines whether the student requires intensive interagency coordination,
or are there other interventions such as the Office of Dispute Resolution for mediation,
due process, or should just be referred to the Pennsylvania Department of Education Bureau
of Special Education for complaint where there's an allegation that there's been a violation
of state and federal special education regulations.
Those school districts and charter schools who are going
through the cyclical monitoring process, there is Section 20 that is part
of the facilitated self-assessment.
There are questions there that are to be reviewed and there are responses from the --
either the charter school or the school district where they're going to review students,
special ed student files and the chairperson from the Pennsylvania Department of Education,
Bureau of Special Education, the chairperson will take a look at the information
and determine whether the LEA reported in a timely manner all students with disabilities
that are receiving instruction in the home or homebound instruction.
It also has the LEA reporting in a timely manner all currently active Cordero class members.
And that information is to be completed as part of the cyclical monitoring process.
[ Pause ]
Homebound instruction is temporary excusal.
As you know, the compulsory school age in Pennsylvania is 8 through 17.
However, parents can enroll their youngsters in kindergarten, first grade.
If a parent enrolls a youngster in first grade and that youngster is under the age of 8,
compulsory attendance applies to that youngster.
So that for homebound instruction, it's a temporary excusal for mental,
physical or other urgent reasons.
As far as homebound instruction, I indicated it's excusal,
it's temporary excusal from the compulsory attendance.
It needs certification from a practitioner of the healing arts.
This is parent initiated.
The LEA does not issue an individualized education program or prior written notice
because this is parent initiated.
This is for a specific period of time and those youngsters who are placed
on homebound instruction, they must be reported.
[ Inaudible ]
Homebound can be for all students but not just for special education students.
The initial approval is for three months.
Students -- for special education students,
homebound instruction should not be a special education placement
for those students who are difficult to place.
There's another process for those students.
We recommend that the LEA have policies and procedures for homebound instruction
and homebound instruction process.
It should outline the step-by-step process that the parent or guardian follows
for the request of homebound instruction.
As I indicated it's for a three-month period.
And then there has to be another request that comes in to the Pennsylvania Department
of Education for approval for an additional period of time.
As far as the physician's or the practitioner's certification coming in,
that should be for a specific period of time and it should indicate the reasons for that request.
Instruction conducted in the home is a special education placement.
It's the most restrictive on the continuum of special education placement.
This is an IEP team decision.
It requires an individualized education program team meeting.
It requires an IEP and it also requires
that prior written notice be issued to the parent or guardian.
Also, for instruction conducted in the home this -- since this is a special education placement,
it requires a certified special education staff member to provide instruction to that youngster.
And again this should not be used for a youngster
who has a difficult -- who is difficult to place.
There is a difference between instruction conducted in the home and homebound.
Just know that instruction conducted in the home is special education,
the instruction is usually provided in the student's home.
It requires an IEP team decision and the parent signs off on prior written notice.
Where homebound is for any student, it's a temporary excusal
and it requires a certification for practitioner of the healing arts.
We refer to home education as home schooling.
It's in the public school code where the parent or guardian will go to the school district
of residence and indicate that the parent or guardian wants to do home education.
As far as special education, this is parent initiated and the local educational agency,
this should not be an IEP team or should there be prior written notice.
In the public school code it says that the parent or guardian having legal custody
of the child will be responsible for the provision of instruction provided
that such person has a high school diploma or its equivalent.
There's no requirements that the parent provide a supervisor of the home education program
who has a special education certificate.
However, saying that, the public school code does require that if the student is a student
with a disability, the home education plan must be approved by a special education teacher
with a valid certificate or a licensed psychologist or a school psychologist
and this has to be documented via a notarized affidavit that has
to be required with the home education program.
As far as homebound, we're going to take a look
at what the policy should require and here are some suggestions.
For best practice it should indicate who the contact is for homebound education,
for homebound instruction, perhaps the LEA should have a form
that the physicians are to be used.
There should be a time limit and this should be indicated on the policy and if there's a request
for excusal from school because of behavioral health needs,
does the treating physician understand what is being recommended
and is there a release for information for that.
Malcolm, we had a question from the audience and it was did they hear correctly
that the LEA does not provide special education services as part of the program or issue notice
when a student is on homebound which we're leading you're meaning when they're
on homebound there's no new NORA issue?
Malcolm: That's a parent initiated process.
And the placement would stay the same?
Malcolm: Placement stays the same.
You know, usually when you get homebound instruction, it's usually for five hours
but the IEP team should be involved in determining the number of hours of instruction
that this youngster should have on homebound instruction.
Again, all local educational agencies must report to the Pennsylvania Department
of Education and that's part of the Cordero court order and that has to be reported
to the Pennsylvania Department of Education.
And we're going to -- later, Lisa is going to go over that reporting process.
There's a basic education circular entitled Instruction Conducted in the Home.
And that basic education circular, there's the website to get to that.
And this BEC addresses only the reporting requirements for children placed by the IEP team
to instruction conducted in the home or assigned to homebound instruction.
There's -- if you want more information, go to the website to the Basic Education Circular.
This is different from the interagency coordination basic education circular
that addresses the process there.
This instruction conducted in the home talks about your reporting requirements
and the placement there according to the IEP team.
Again here's the basic education circular.
Here's the page.
They're all alphabetized and what you do is you scroll down.
You can scroll down -- no?
They won't scroll; okay.
And now I turn this over to Lisa who's going to talk about your reporting protocols.
Lisa: Good morning, everyone.
Again, if you have any questions please use the question box on the webinar
and one of my colleagues, Roni Russell, is quickly documenting the questions
and we'll answer them as they come in.
Just to summarize, you know we've discussed intensive interagency as part
of the Cordero class action suit.
There's the responsibility for school districts and LEA's charter schools to report students
who are without a program before 30 days.
That is reporting them with an initial report and then
with follow-up reports that's identifying the student as requiring intensive interagency.
There is a BEC on the website titled Intensive Interagency that explains
that process and has the forms attached.
The other reporting protocol that we have is the instruction conducted in the home BEC
which explains that school districts, LEA's charter schools are required
to report special education students who are receiving homebound instruction
or instruction conducted in the home.
Again, to clarify homebound instruction is a temporary excusal from school due to a medical
or physical or psychological reason.
And an instruction conducted in the home is an actual special education placement
on the continuum.
So there is a PennLink that was taken and sent
out to all people signed up on the PennLink register.
You can access -- sign up for PennLink via the PDE website.
So we're going to talk now about how to report students who are on special --
receiving special education who are either on homebound or instruction conducted in the home.
And we will go to the website and show you exactly -- walk you through this.
If you have questions, please e-mail them in and we'll address them as soon as we can.
Each school district has an AUN number.
That's the number that you use to log
onto the compliance monitoring system on leaderservices.com.
You will use that same number to log onto the SCS at home website.
Here is a screen shot of the special education students at home website.
This should look familiar to most of you and I'm going to go ahead and move to the website
and walk you through the process so bear with me for one second.
[ Pause ]
Okay. When you on the website when you first get
to the leader services, you will see this web page.
I'm going to log back in, hopefully.
[ Pause ]
[ Pause ]
Here we go.
This will be the website that you see when you initially log in.
This is where you would enter your AUN number and your password.
For today's purposes we are using a dummy account just to walk through the process.
[ Pause ]
Roni, this isn't let me log on.
Is it [pause]-- please bear with me.
We're having a little technical issue.
It's not caps; right?
As usual it worked yesterday and it is not working today.
[ Pause ]
Okay. I'll just go back to the powerpoint.
Okay. We're going to check our password but we'll walk you through with the slides.
And we did these screen shots on the slides so you can keep this as a resource
or as we have turnover with people who need to report, we tend to get a lot of questions.
The contacts for the different offices in King of Prussia for the eastern part of the state,
it's Lisa Brunschwyler, that's me.
For the central part of the state, you'll contact Roni Russell if you're having problems.
And for western part of the state,
it will be Jeannine Brinkley at the PaTTAN Pittsburgh office.
So here's your first page where you log in.
And then you will get to -- you'll see it on your website,
it will say Maintain District Contact Info right here.
This is very important for you to update this as staff changes in your office.
This is the person who if there's --
once a student is reported on the website this screen here, this contact info here is
who will get the e-mail from Leader Services.
If there's any questions about what you've reported, this is the person
that the e-mail information goes to.
You can put more than one person and it has instructions on how to do that.
So here's an example of our made up school.
You'll see the school district.
This is our test school, the IU, the district contact person, her phone number, and an e-mail.
[ Pause ]
Once you have your contact information updated, you want to go back to Report a New Student.
This is what the screen will look like.
You're going to click on Report a New Student.
[ Inaudible ]
Okay. We're trying to get the website again for you.
[ Pause ]
Why isn't this -- No, this isn't working right.
I'll just stick with the powerpoint.
Okay. All right.
So when you need to report a new student -- I apologize for that delay.
Just having some little issues.
You're going to report a new student.
You want to go back to the home button on the teal toolbar and that's
where you will access this web page.
Report New Student.
And you see here this is a key part where it says Select a Different School Year.
Right now this is in the 11/12 school year.
If you needed to go to a previous school year or run a report for a previous school year
on your initial page, initial home page, it will let you pick different school years.
When you are reporting a new student, this is what the website page will look like.
It will have your contact information here.
You need to mark whether it's a homebound report or an instruction conducted in the home.
If it's a student that's a special education student that's placed on homebound,
you need to have a doctor's note so you need to mark in the box
that there is a physician certification available in the student file.
You don't need to submit that to PDE or the bureau.
That's just for your records.
Again, and the doctor's note is recommending --
the doctor's note that you receive has a documented medical issue or psychiatric issue.
The doctor is not recommending homebound.
The doctor's note simply states that the student is experiencing a problem.
For example, student has a broken leg, student has immune deficiency disorder and being
with school -- being with other students could risk infection.
The doctor is simply stating what the issue is.
The school district is making the decision on whether they're going to accept that note
and place the student on homebound instruction.
So again the doctor's note needs to be available.
If the student -- it's an IEP team decision and the student is on instruction conducted
in the home, then you would mark the box listed below.
You need to also include the date of the NORA, the Notice of Recommended Educational Placement
that when the team made that decision and when the IEP meeting was held.
You will put the student's name, last and first, their date of birth, their primary disability.
This is a drop down list so it's one of the categories listed in Chapter 14.
The date that the student will begin the temporary excusal or the placement in the home
for instruction conducted in the home and the anticipated length of placement.
So again for homebound this anticipated length of placement cannot be more than 90 days.
And then the following box is providing a brief explanation of why the student is placed
on homebound or instruction conducted in the home.
We need to have some clear information on why the student is being --
is not attending school or is placed on instruction conducted in the home.
So please provide, you know, as detailed information as you can.
This will help us to insure that the reporting is accurate and will negate the need for us
to contact you for further information.
So, for example, oftentimes we just have --
when we go to review these records it might just say per doctor's recommendation.
That is not an appropriate narrative to put in that box.
You would say student is suffering from, break down what the condition is, and the IEP team met
and what you have done to try to keep the student in the school program.
If the student is on homebound and it's being extended
because a new doctor's note has been received and the school has agreed
that they can extend the homebound placement, you would mark that here in the extended --
the Extended Anticipated Length of Placement.
So, for example, you have your begin date of today.
You think the student will be out for a month.
It turns out they didn't recover from whatever the medical or psychiatric issue is and you need
to extend it for another 30 days, you would put that in this box.
Once the student has completed their placement, let's say they're going to return to school,
you would then later put that in the box below, when did the student return to the school.
So we're asking you when did the homebound excusal from school end
and when are they back in school.
Or if they're on instruction conducted in the home and they --
it's been determined by the IEP team that they can return to a school program,
that is the date that you put there.
You want to make sure you can check your spelling
and you also want to make sure you hit Save.
That when you hit Save, that will submit the record to the website.
Okay. So now here will be the example of Lulu Wiler is our student.
If we go back to the home page, you can go to maintain --
you can go to Reports, Maintain District Contact, or Help.
We're now looking at the reports that was submitted for Lulu and we want to change it.
Let's say Lulu has returned to school and we need to update her record.
So you would just simply click on the date.
Wherever it's highlighted in blue that's a link that you can click on.
When you want to update a record this screen will show up.
It's what you had entered previously and you can update or choose a reason for the update.
There's a drop down list there.
It's important that you choose the correct reason.
Return to school, extended date, they'll all be listed on the drop down list.
Again, you want to make sure you hit Save and that will submit the record.
You will also use this screen to show that the student returned back
to a school program, again using this box here.
If -- we've had on occasion a student might be in their senior year and they might graduate
from high school while they're on receiving instruction conducted in the home
or on a homebound type of placement.
If that is a situation then we would request that the date that the student returned
to school would be the last day of that school year.
For example, if the last day of the school year is June 3rd, that would be the date
that you would put into when the student returned from school.
That will close out that record for that school year.
If you have any questions again please send us your comments
because we'll have time to answer your questions today.
[ Pause ]
Again, when you're on the reports page, you can see all the different school years.
If you had a question about a report you can go to this page and go back and review.
You can also print these reports out if you needed them for any
of your school district or LEA information.
Things to keep in mind.
When you've reported a student and you need to change their status,
you want to go back to the initial report.
Do not enter the student for a second time for the same time period.
For example, if a student is receiving homebound instruction for the month of November due
to a medical reason, you want to extend the date, you would go in,
edit the original record, save it.
If they then returned back to school and then
in January they go homebound again, then you would do a new record.
It's a new time period, a new doctor's note.
Again, if you have questions, please let us know.
I know this can get confusing.
[ Pause ]
Okay. We want to review again what the difference is
between instruction conducted in the home.
That is special education placement.
You need to issue a NORA.
There needs to be an IEP team decision.
Homebound as Malcolm stated this could be for any student.
It could be for general ed students or for students with disabilities.
You only need to report to the bureau students with disabilities.
This is a temporary excusal from school.
We would ask if the student is out of school, temporary excusal from school due
to behavioral health issues, we'd hope that the team has met and discussed reasons
to transition the student back into their school program as soon as possible.
We've come across concerns of confidentiality and whether or not the parents are going
to share any of the behavioral health information with the school.
If the team has met, these items need to be discussed because the plan is for the student
to come back to school, not stay on homebound indefinitely.
That is a short term intervention.
The resources that we have available again on pattan.net and the PDE website are the BECs,
the Basic Educational Circulars that address interagency coordination as well
as instruction conducted in the home.
There's definitions and forms attached to both.
To report students who have disabilities who are receiving homebound instruction
or instruction conducted in the home, they need to be reported
on the leaderservices.com, SES home website.
And that's due to the loss -- the court case of Cordero versus the Commonwealth.
Okay. I see Roni and Malcolm are getting a bunch of questions so I'll take a minute
to make sure we can address those before we sign off.
[ Pause ]
So let me just mute this for just one second.
Again, here are the folks that will be your contacts.
I'm Lisa; I'm in the eastern region.
Roni here's in the central region, and Jeannine Brinkley is out in the west.
[ Pause ]
Okay. I'm going to switch over to Malcolm who's going to answer some questions.
[ Inaudible ]
There we go.
Malcolm: Here's some questions that we have coming in.
The first question is, we often have parents who want instruction conducted
in the home and obtain a medical note.
That is a dispute over placement and that should go to mediation or due process.
[ Pause ]
Where do we report nonspecial ed students on homebound?
That goes to the Bureau of Teaching and Learning Division of School Services on the fifth floor.
Next question, should a certified special ed teacher provide instruction
to a homebound student?
Yes. What are the -- next question, what are the number of hours that need to be provided
for instruction conducted in the home?
That's an IEP team decision.
The IEP team determines the number of hours and how much instruction the youngster needs
or can tolerate during that period of time.
Next question, when in placement options if interagencies are not working,
can the district place a student on instruction conducted in the home as a temporary placement?
As we said homebound and instruction conducted in the home are not to be used for the placement
of special ed students who are difficult to place.
If a homebound student after 90 days this student is still medically fragile,
Well, we get the medical documentation and you submit a request for an extension or you can go
what would we do?
to instruction conducted in the home.
The question is, how does a school district mark attendance
for instruction conducted in the home?
And we indicated go to 22PA Code, Chapter 11 on school attendance.
And then there was a question about how many days --
does instruction conducted in the home is that required during the summer?
And what we say here is for instruction conducted in the home
that the IEP team determine that the child needed extended school year services.
If the answer to that is yes, then they would carry over because ESY is part of a [inaudible].
If you have any other questions --
[ Pause ]
If a student goes to partial is that homebound?
Well, a partial hospitalization program is parent initiated
and for this the local educational agency should not be issuing prior written notice.
Just know that when a youngster goes to a partial hospitalization program,
that's a parental placement but the LEA is responsible for educational services.
Now the LEA can contract with the LEA that is where that facility is located,
they can contract with the IU, or they can send a teacher there
to provide the educational services for a youngster who is
in a partial hospitalization program.
Lisa: Let me just -- an additional, as Malcolm was answering questions,
it reminded us of some other questions that Roni and Jeannine and I often receive.
Again, when a student -- let's say a student is receiving homebound.
They have a medical reason.
It's the end of the school area.
That doctor's note is going to expire -- it does not carry over to the next school year
so if you have a doctor's note requesting, you know, identifying a physical
or mental behavioral health issue and the student is receiving homebound then
when school returns when -- starts up again in September,
if the student is still having the same medical conditions,
a new doctor's note needs to be requested.
Because you've had the whole summer so that's going to be more than 90 days
so you would need to have a new doctor's note.
Again, going back to the best practices slide, again, each school district needs to be clear
with what their policy for homebound is.
We have come across several school districts, LEA's who do not have a policy around homebound.
It is best to have a documented policy.
You want to include the nurse, nurse's office that's in your --
the nurses that are working in your schools in this policy
because you want medical professionals talking to medical professionals.
You can limit the amount in your policy of how long a doctor's recommendation is good for.
Some school districts that we've worked with have limits
that the doctor's recommendation is only good for a period of two weeks
and they require the family to update the doctor's recommendation every two weeks,
versus other districts don't have any limitation on the notes.
It is best to have some type of timeline to help you also, you know,
keep yourself out of some sticky situations.
I think those were the only -- so again just making sure they don't --
they can't carry over from year to year.
Please enter the date when you update a record of when the student returns to school
and in that narrative form please provide clear information on the reasons
for the identification and the placement.
Roni is going to add something as well.
Roni: Just one more thing.
I've gotten a lot of questions this morning which I appreciate
about where can we get the powerpoint for today if you have folks
that could not be on this morning with us.
That powerpoint, if you go out to PaTTAN's website is under the training calendar.
If you look at November 14th, scroll down on the calendar and you will see the powerpoint
or I'm sorry, the link for the presentation today in Intensive Interagency Coordination.
If you click on that link, it will take you to the site where the handout is located.
You will find the homebound instruction and the home PennLink
in addition to this powerpoint for today.
If you have any other questions, please do not hesitate to call myself in the center region,
Lisa Brunschwyler in the eastern region, or Jeannine Brinkley at the western region
or our liaison Malcolm Conner for this project.
So thank you so much and we will talk to you all soon.