SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, - - PowerPoint PPT Presentation

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Dual Enrollment

March 7, 2017

Jeff Brandt & Elaine Eberharter-Maki Idaho State Dept. of Education

Scenarios

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

In order to explain the Dual Enrollment Guidance Document, we are using scenarios from traditional public schools, charters schools and homeschools.

http://sde.idaho.gov/sped/sped‐ manual/files/chapters/shared/Dual‐Enrollment‐Q&A.pdf

Scenario One: Traditional Public School

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

An IEP Team from a traditional public school makes a decision to have a student take classes at a charter school to make up an English and a history class. Is this considered dual enrollment?

• NO. As the decision was made by the IEP Team this would not constitute dual

enrollment and the traditional public school would continue to be responsible for the student’s IEP.

Scenario Two: Traditional Public School

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A parent of a special education student enrolled in a traditional public school has decided to have the student enroll in a charter school for two periods per day. Is this considered dual enrollment and who owns the IEP? This is considered dual enrollment under I.C. 22‐203, where the charter school would own the IEP. Under this code the traditional public school would serve the student under a 504. (Q10)

Charter School Traditional Public School 504

Scenario Three: Charter School

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A student with a disability enrolled in a public charter school requests to enroll in a particular program at a traditional school at the same time. Can she?

• YES. Idaho code allows for a student to enter into any non‐special education

program at a traditional public school providing the program is not full. (Q8) Is the traditional public school required to provide special education services for the student? NO, the obligation would be the obligation of the charter school. The student can enroll in classes the same as a student without a disability and could receive accommodations on a 504 plan. (Q11)

Scenario Three: Charter School

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

However, there is nothing in the law to prohibit an agreement between the traditional public school and charter school. The law does not prohibit the traditional public school from holding the student’s IEP and the charter school from serving the student under a 504.

Charter School Traditional Public School 504

Scenario Three (cont.): Charter School

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A student with a disability enrolled in a public charter school requests to enroll in a particular program at a traditional school at the same time. Who would claim the student for state funding purposes? Both the traditional public school and the charter are allowed to include the

• student. (Q16)

Could both claim the student for special education child count funding? NO, only the LEA holding the IEP would be allowed to claim the student for child

• count. (Q17)

Scenario Four: Homeschool

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

If a student is enrolled in a traditional public school and the parent elects to homeschool for science is the student still entitled to his IEP services? NO, the student is now, by definition, a homeschool student. By the parent rejecting public school, even part time, the LEA no longer has an obligation to provide FAPE. The student could receive services through a 504 plan for classes in which he is enrolled, if needed. The LEA could treat this as release time per IC 33‐519 instead of dual enrollment. In such a case, the LEA would continue to provide services and could elect to grant credit for the science class, at the LEA’s discretion. (Q33)

Scenario Four (cont.): Homeschool

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

A homeschool student with a disability wants to dually‐enroll in band and math at a traditional school district, can he? Yes, as long as each program has not reached maximum capacity. (Q32) Can this student participate in extracurricular activities? Yes, students with disabilities may dually enroll in a traditional school district in

• rder to participate in extracurricular activities so long as the student can

demonstrate any necessary academic proficiency or eligibility. (Q38)

Dual Enrollment as Addressed by Idaho Code 33-203

Primary Provider

*Charter Schools, Private Schools, or Homeschools are considered to be the primary educational provider for dual enrollment purposes. (Idaho Code 33‐203)

Charter School Private School Homeschool Charter School Private School Homeschool Charter School Private School Homeschool Traditional Traditional Traditional Public School Extracurricular Activities Post‐Secondary Institution Alternative Program Alternative Program Post‐Secondary Institution

Secondary Provider

Charter School Private School Homeschool

Dear Colleague Letters

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SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

OSEP Dear Colleague Letters – December 28, 2016 & August 5, 2016 Director’s Portal ‐ Resources ‐ National Resources ‐ DCLs & Memos

Child Find

• The requirements of IDEA apply to SEAs and LEAs, regardless of whether a

child is enrolled in a virtual school that is a public school of the LEA or a public school that is constituted as an LEA by the State.

• LEAs must have child find policies and procedures in effect that are

consistent with the State’s policies and procedures (Idaho Special Education Manual).

• In a virtual setting a teachers face to face interactions may be limited, LEAs

may need to use additional methods to meet Child Find responsibilities such as: screenings or questionnaires. In general, reliance on referrals by parents should not be the primary vehicle for meeting IDEA’s child find requirements.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

OSEP Dear Colleague Letter – August 5, 2016

OSEP Dear Colleague Letter: Virtual Schools

FAPE Responsibilities Under IDEA

• Ensuring that each eligible child with a disability has FAPE;
• Implementing the evaluation and eligibility requirements;
• Carrying out the IEP requirements; and
• Implementing the least restrictive environment, including ensuring the

availability of a continuum of alternative placements to provide special education and related services.

OSEP Dear Colleague Letter: Virtual Schools

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

OSEP Dear Colleague Letter – August 5, 2016

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The IDEA Charter guidance:

• Charter schools are public schools and must provide FAPE

just like a public school.

• A charter school may not unilaterally limit the services that

must be provided a particular student with a disability.

• LRE provisions must be followed including, to the maximum

extent appropriate, students with disabilities attending public charter schools, be educated with students who are nondisabled.

• Students with disabilities attending charter schools retain all

IDEA rights and protections included in the IDEA discipline procedures.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

OSEP Dear Colleague Letter – December 28, 2016

OSEP Dear Colleague Letter: Charter Schools

QUESTIONS?

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Jeff Brandt

Special Populations Coordinator jbrandt@sde.idaho.gov

(208) 332‐6915 Elaine Eberharter‐Maki

edlawsolutions@gmail.com

Kendrick Lester

Secondary Special Education Coordinator

(208) 332‐6918

• Dr. Melanie Reese

Dispute Resolution Coordinator

(208) 332‐6914

Jessica Spoja

Dispute Resolution Program Specialist

(208) 332‐6912

Brenda Arnold

Administrative Assistant

(208) 332‐6896

SPECIAL EDUCATION SDE STAFF

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• Dr. Charlie Silva

Special Education Director

(208) 332‐6806

Ivana Hotchkiss

Data & Reporting Coordinator

(208) 332‐6919

Alisa Fewkes

Data Program Specialist

(208) 332‐6925

Shannon Dunstan

Early Childhood & Interagency Coordinator

(208) 332‐6908

Jeff Brandt

Special Populations Coordinator

(208) 332‐6915

Alayna Gee

MTSS Coordinator

(208) 332‐6979

Wendy Lee

Funding & Accountability Coordinator

(208) 332‐6916

Grace Dehner

Contracts & Fiscal Program Specialist

(208) 332‐6910

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE