Maureen Bradshaw State Coordinator Behavior Consultants

Donald Watkins Grants & Data Administrator

mbradshaw@conwaycorp.net

Arkansas Catastrophic Arkansas Catastrophic Occurrences 2011Occurrences 2011--20122012

Review Review

Documents needed Five PDF’s

• Catastrophic Process & District Responsibilities (1)

Scoring Rubric Behavior/Social (2)

Communication

» Understanding others (3)

» Communicating with others (4)

Structure (5)

Two Word Documents

• ABILITIES Form (1)

• Student Demographic Forms (2)2

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Catastrophic Points Catastrophic Points

The act of submitting a claim - does not ensure that it is a “catastrophic claim” which will be reimbursed.

The amount of money spent is not the only indicator of whether a student is a catastrophic student. There are other factors involved. Don’t budget based on monies anticipated for catastrophic reimbursement claims.

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This session will cover 8This session will cover 8

What is considered a “catastrophic” claim student, and why is it necessary to review catastrophic claims?

The steps in identification of the students who should be registered as a possible catastrophic student

Using the ABIITIES form to identify students to register, how to complete the form and who should be involved in providing the information.

Completion of the student demographic form to describe in detail the services provided by para’s and nurses.

What to expect during the on site review

Accurate submission of funds expended

Why catastrophic claims are reviewed 9

1. The state must ensure that reimbursement of Catastrophic claims is for the provision of FAPE in accordance with an IEP, and that only allowable program costs for services provided to eligible students are reimbursed.

2. Amount of money requested by districts last year far exceeded the amount available for reimbursement. Not all were found to be reimbursable claims.

25 million was requested; 11 million was available to reimburse legitimate claims/costs

First Step First Step Identifying the Student who may be a Identifying the Student who may be a

““Catastrophic ClaimCatastrophic Claim””..

A catastrophic student is a student who because of his/her multiple & complex needs

“requires special education & related services which are unduly expensive, extraordinary, or beyond the normal & routine costs” (associated with special education and

related services) A.C.A 6-20-2303

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Extraordinary….Beyond normal and routine

Extraordinary: Beyond what is usual, ordinary or regular

Routine: customary, regular, commonplace

Normal: usual, average, standard

Which is why you would not pro-rate a 1 to 6 class. It is assumed that a teacher and para are the normal and routine costs for educating those 6 students.

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Experiences in Arkansas & Nationally showsExperiences in Arkansas & Nationally shows

The type of student MOST LIKELY to meet the standard of being a Catastrophic student is a student with severe and profound impairments in a number of functional domains.

We can objectively determine that a student has “severe & profound impairments in a number of domains” by using the ABILITIES Scale.

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ABILITIES ScaleABILITIES ScaleThe ABILITIES scale gives an objective,

disability neutral, way for districts to determine if the student has severe impairments in multiple domains

ABILITIES Scale: One of the most research-based measurement tools for identifying severe and profound impairments (Bailey & Simeonsson,1988)

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ABILITIES Index measures the severity of a student’s disability in each of the following nine areas 14

1. audition (A) 2. behavior and socials skills (B) 3. intellectual functioning (I) 4. limbs (L) 5. intentional communication (I) 6. tonicity (T) 7.integrity of physical health (I) 8. eyes (E) 9. structural status (S)

Refer to rubric to accurately report level

of functioning

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How to Score: ABILITIESHow to Score: ABILITIES

For each variable the student is ranked between 0 and 5

• 0 (meaning normal functioning in that domain) and

• 5 (meaning profound disability in that domain)

• It is recommended that specific domains be rated by professionals who have knowledge about that specific domain. Ex: OT/PT; SLP; Nurse; SPS, Teacher

• Ratings provided by staff must be based on objective, not subjective, information.

• During on-site reviews, the reviewer will verify the scores on the ABILITIES form. Discrepancies will be noted.

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Hearing Impaired

Hearing loss must be listed as

decibels

Interpreters must be qualified:

Scores must be provided

Objective Data

Nurse

completes

Or

use scores from recent evaluation

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Same for Vision

List Vision Scores obtained from File or from Vision Consultant

Nurse completes

OR

scores taken from

recent evaluation

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Integrity of Physical Health

Recommend be completed by the

Nurse

18

Student’s who are rated as a 4 or 5 should have a Health Care Plan

Speech-language pathologist should

complete

Intentional Communication 19

SLP Rates both

Communicating with others

IntentionalCommunication

20

And understanding

others

21

Scores for cognitive

functioning should come from recent

evaluation and be rated

according to the rubric on the

form

Intellectual Functioning

22

Information for Limbs, Tone &

Structure should be

provided by an OT or PT

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What do the scores mean?What do the scores mean?

According to state and national data According to state and national data

The higher the ABILITIES rating, the more cost likely associated with providing FAPE.

Cost to educate special education students increases with higher ABILITIES index scores.

(exception: Severe Medical or health issues with no impairments in any other domains)

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HIGHER SCORES

ASSOCIATED WITH HIGH COSTS 26

Higher ABILITIES Score

The More Likely a Catastrophic Student 27

Deciding who to submit into the registry Deciding who to submit into the registry 2828

Review list of students submitted last year

• If you received reimbursement on a student then you should be review & consider submitted again this year

• If you did not receive reimbursement on a student do not resubmit unless regression/or other factors have changed since last year

• For students who are being submitted for the first time the LEA should review the ABILITIES form before deciding to submit.

• The following is provided as a measure of the likelihood of the student being determined to be a student with catastrophic needs

Higher scores- likely a Catastrophic Student

An eligible Catastrophic Occurrences student would be expected to score at least 4s or 5s on most of the 9 ABILITIES domains Exception would be a medically fragile student

Scores of 4 or 5 in two domains:• NOT likely a catastrophic student - Do not submit

Scores of 4 or 5 on three or four domains MAY BE a Catastrophic Student, but statistically only a

small number of students with ABILITIES this low are actually determined to be a catastrophic student given the full definition.

Scores of 4 or 5 on five or more domains Likely a student who is a catastrophic student.

28a

Multiple Areas of Severe/Profound Impairment

Likely -Submit29

No multiple areas of severe-profound

Not Likely - Should not submit 30

20102010--2011 Reimbursement by disability 2011 Reimbursement by disability category category 30 a30 a

DISABILITY CODE COUNT TOTAL FUNDED % of FUNDS

AU 115 $2,672,225.89 24.293

HI 4 $116,790.09 1.062

MD 245 $5,323,278.78 48.393

MR 49 $1,119,750.81 10.180

OHI 37 $831,864.77 7.562

OI 23 $513,555.19 4.669

SLD 1 $19,370.24 0.176

TBI 4 $94,138.01 0.856

VI 9 $309,026.22 2.809

Total 487 $11,000,000.00 100.000

Is the student a “Catastrophic” student because his/her complex needs require costs above what is considered normal and usual costs for special education?

orIs the student a “Catastrophic” student because decisions were made to spend money when other less costly options may have been available?

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Question which needs to be answered

Second Step: Complete

Demographics Data to document

services provided by a Para and/or nurse & why services are

needed

Complete form with Accurate

& Student Specific

Information

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Student Demographic Form: Para & Nurse 33

Student Demographic form is used to describe:

• Services provided by paraprofessionals/nurses;

− Paraprofessional (A)

− Nurse (B)

• Why the student requires these services for FAPE; and

• Why the costs to provide FAPE for this student “are unduly expensive and beyond the normal and routine.” (D)

Information needs to be accurate, current, and specific to the student.

Student Demographic Form (C ) Educational Interpreters scores

For services of an Educational Interpreter

• Student needs to meet the definition of a “catastrophic student”

• Scores need to be provided to show the interpreter is a qualified provider

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How and Where to Submit ABILITIES & Student Demographics

•Important Note:

•Document Name & Email Subject Line must be as stated.

•Districts should select “request delivery receipt” option

Email to: ADE.catastrophicsupport@arkansas.gov

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When can forms be submitted When can forms be submitted 3636

Registry will opened on October 3, 2011 & Close on February 1st 2012.

ABILITIES & Student Demographic can be submitted immediately (as soon as a district submits an on site review can be scheduled). All ABILITIES & Student Demographic forms need to be received by 4:00pm on February 1st 2012(Forms can be submitted to the ADE immediately, but must be received by the deadline of Feb 1st 2012). Ideally, forms should be submitted simultaneous with registration, since this is part of the process you should use to identified which student meets the definition of a student with “catastrophic needs” and will put in the registry. The on site review process is dependent on districts submitting the required information (ABILITIES & Student Demographics) so the review can be scheduled. The sooner forms are received the sooner districts can be reviewed. Time is of the essence, and it is to everyone’s benefit to know as soon as possible the students who qualify as catastrophic and the students who do not. I am also available to assist districts in determining who may or may not be a student who should be submitted.

Date for Final submission of financial data claim is by April 16, 2012.

On site reviewOn site review 3737

On site Reviews are scheduled once the ABILITIES and Student Demographic Forms are received.

Reviews are conducted by BIC’s & ESO staff

Reviews scheduled with LEA supervisors but only an estimate of when rather than exact date may be given

Reviewers will need the following when they arrive

• A copy of the student’s IEP

• A copy of the ABILITIES form

• A copy of the Student Demographic form

• A copy of the Behavior Plan if rated a 4 or 5

• A copy of Health Plan if rated a 4 or 5

On Site Reviews are conducted toOn Site Reviews are conducted to

Verify information submitted on the claimt to include ABILITIES and Student Demographic

• See if evidence-based educational practices listed on the IEP are evident and implemented in the environment

• Verify that staff know, understand, & are able to discuss the evidence base in a child’s particular IEP.

• Verify staff demonstrate the required skills and training to implement the IEP as written and provide FAPE.

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Reviewers do not ‘second guess’ the IEP team. Reviewers take the information provided by the district staff and check to see if it is accurately documented on the IEP and the catastrophic claim form, and the ‘claimed’ services are implemented/observable in the educational environment.

IEPs are reviewed according to the standards set forth in IDEA to :

1) determine if the weaknesses identified on the ABILITIES form are reflected in the Present Level of Performance (PLOP) and are addressed in the IEP;

2) ensure that the services outline on the IEP are implemented in the environment and are based on “peer reviewed research.”

Review of the IEP - Student’s Program 39

Present level of functioning

[§300.320 (a)(1)]. The child’s “present levels” statement is, in essence, a comprehensive description of a child’s abilities, performance, strengths, and needs. It is no exaggeration to say that a fully developed, well-written “present levels” statement is the foundation upon which the rest of the IEP can be developed to specify appropriate goals, services, supports, accommodations, and placement for the child.

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Appropriateness of the IEPAppropriateness of the IEPIf the statement of present levels of academic and functional performance does not consider the unique needs of the student or establish a baseline to establish goals and monitor progress, then the entire IEP likely will be deficient, since problems with the description of needs at the onset can affect the whole document (LRP) 20USC 1414(d)(1)(A)(i)(I)

It is reasonable to expect that a rating of a 4 or 5 on the ABILITIES form would be reflected as an area of weakness on the PLOP.

information on the ABILITIES is compared to

Present Level of performance on the IEP

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Behavior rated as severe on the ABILITIES Index/Scale should be documented in the IEP’s PLOP statement and be addressed in the IEP with behavior goals and/or a behavior support plan based on peer reviewed research. Reviewers should see the plan being implemented in the classroom.

Example 42

IEP team must design appropriate interventions and designate needed supports for a student whose behavior impedes his or her learning or the learning of others.

The IEP Team needs to make specific considerations regarding behavioral & Social issues for students.

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If a student is listed as severe/profound in communication on the ABILITIES Scale, this should be

reflected on the IEP’s PLOP statement as an area of weakness.

Addressed in the IEP through Alternative or augmentative forms of communication, example:

PECs, DynaVox,

yes/no switches, etc.

Reviewers would expect to see augmentative devices or other alternative communication modes/equipment in

use.

4444

Another Example: Communication Domain

Special Factors-Communication: 45

All Students should have a method to communicate with peers and adults

What to expect: on site reviews

Reviews will need IEP, ABILITIES & Student Demographic form

Reviews will compare ABILITIES scores as rated by District to students level of functioning in classroom and scoring Rubric.

IEPs Present Level of Performance will be compared to the areas of weakness identified on the ABILITIES form.

The IEP will be reviewed to see if areas rated as a 4 or 5 on the ABILITIES are addressed when appropriate in the IEP.

Example: If Behavior is listed as severe on the ABILITIES form, then it should be mentioned in the PLOP as interfering with the student’s education and be addressed in the IEP.

The reviewer would also expect to see the behavior goal or behavior plan being carried out in the classroom by staff who are knowledgeable about the disability and the student’s individual needs.

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Ensuring FAPEEnsuring FAPE-- Qualified ProvidersQualified Providers

An appropriately written IEP is worthless if personnel have not seen it or do not have the skills to implement it as written.

• All staff working with the student should be familiar with the IEP and demonstrate the skills necessary to implement the IEP as written.

• Teachers, substitute teachers, paraprofessionals, OT’s, PTs, SLP, School psychology specialists, counselors, bus drivers, etc.

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Qualified ProvidersQualified ProvidersLEA’s have the Responsibility of ensuring that the training personnel receive is reflected in the educational environment and instructional practices of the teacher & staff.

That all school personnel have the knowledge and skills necessary to deal appropriately with all student with disabilities.

It is not enough for teachers to attend training, LEA’s need to ensure that they implement the training in their classroom.

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This type of intensive training would include

Training on the nature and needs for all of the specific disabilities they are charged with educating…to include training in:

•Specific “Methodologies” and instructional techniques,.•Behavior management/interventions•Social supports•Communication supports•Self Help skills

Catastrophic funds can be used for: Catastrophic funds can be used for: ““Intensive PreparationIntensive Preparation”” & Professional Development& Professional Development

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ARLEARN ARLEARN www.arlearn.orgwww.arlearn.org Slide 50Slide 50

Upcoming training: to address behavior & communication• December 9, Teaching Compliance, Sleeping and Toileting skills,Dr. Greg Hanley

Airport Holiday Inn, Little Rock

• March 18-22 Discrete Trial Training Hands on Training SARRC

• March 26-29 Discrete Trial Training Hands on Training SARRC

Catastrophic funds for Related ServicesCatastrophic funds for Related Services (34 CFR (34 CFR §§ 300.34 Related Services)300.34 Related Services)

Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes

• speech-language pathology

• audiology services, interpreting services,

• psychological services,

• physical and occupational therapy,

• recreation, including therapeutic recreation,

• early identification and assessment of disabilities in children

• counseling services, including rehabilitation counseling,

• orientation and mobility services,

• medical services for diagnostic or evaluation purposes. school health services and school nurse services,

• social work services in schools,

• and parent counseling and training

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Related Services Related Services

(1) must determine if the services are required to provide educational benefit (2) Must determine the intensity of services required (3) must determine “who” is qualified to provide the identified service (4) must determine what if any training is required of assigned personnel (5) must ensure duties assigned are appropriate to the role & responsibilities

of the appointed staff (6) must ensure duties are clearly described & appropriately supervised (7) must have considered all available options

(Mueller& Murphy, 2001)

Related Services must be accurately listed on the IEP to be claimed• Names (where applicable)• Services provided: Time/amount

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Paraprofessionals as a Related ServiceParaprofessionals as a Related Service

The same questions that guides the determination of all special education and related services available under the IDEA guides the need for paraprofessional services:

Are the services of a paraprofessional “required to assist a child with a disability to benefit from special education?”

Though paraprofessionals can be valuable members of a support team, researchers have found than an over-reliance and dependency on paraprofessionals can do more harm than good when including special needs students in general education.

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Paraprofessional as a related service

1. Identify the specific reasons why paraprofessional supports are being considered based on student’s needs.

2. Determine what personnel can best meet those needs.(teacher-para-other)

3.Discuss intensity of services required.

• 1:1 assistance frequently or intermittently

• (full time or as needed)

4. Consider options to using a paraprofessional

Mueller& Murphy, 2001)

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Paraprofessional as a Related Service, continueParaprofessional as a Related Service, continue

There should be a match between the supports to be provided and the skills of the person designated to provide the supports. If a student needs extensive modifications or a behavior support plan, then a paraprofessional probably can’t meet those needs.The student may not be receiving FAPE if the person providing the services/supports does not have the required skills.Too often the least qualified personnel are put in the position of providing the majority of instruction and related services to students presenting the most complex learning & behavioral challenges (Brown, Farrington, Knight, Ross & Ziegler, 1999)Students with the most severe needs require staff with high levels of skills and training which usually means certified staff.

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Access to qualified teachers,Access to qualified teachers, FAPE & Improved outcomesFAPE & Improved outcomes

One of the few investigations examining student outcomes concluded that paraprofessionals were not as effective as teachers and did not improve student performance (Gerber, Finn, Achilles, & Boyd-Zaharias, 2001)

Students without disabilities receive instruction primarily or exclusively from certified educators, whereas some students with disabilities receive their instruction primarily or exclusively from paraprofessionals.

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Catastrophic Submission PointsCatastrophic Submission Points Review the ABILITIES form outcomes to ensure that the

ratings represent a student with “catastrophic needs.” Ensure that the “Student Demographics form” is completed

to document the special education and related services needed by this student are above the normal and usual and the reasons why.

Review the IEP to ensure that it is complete and appropriate for the individual student and the student’s unique needs, and that the IEP addresses all areas of identified weakness.

Ensure that the teacher has the knowledge and skills needed and that this is reflected in the instructional methods and materials employed in the education environment by all the instructional staff.

Lastly Submit the claim if it appears to meet the established standards, ensuring accurate information and reflecting the following funding considerations by the April 16th date:

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CATASTROPHIC OCCURRENCESCATASTROPHIC OCCURRENCES FUNDING CONSIDERATIONSFUNDING CONSIDERATIONS 5858

• The Catastrophic Occurrences Program provides student- specific reimbursement for a student with disabilities whose special education and related services costs are − unduly expensive

− extraordinary, or

− beyond the routine and normal costs associated with special education and related services (A.C.A. 6-20-2303)

• Costs are allowable only when they are incurred specifically as a result of the needs of the individual catastrophic student.

Catastrophic Occurrences Reimbursable Catastrophic Occurrences Reimbursable Costs, continued Costs, continued 5959

• Catastrophic Occurrences reimbursement is available fully for the first $15,000 of allowable costs, 80% for any amounts up to $50,000, and 50% up to $100,000

• Reimbursements are calculated after all revenue offsets are applied, including all Medicaid and at least a per student average amount of Title VI-B (Title VI-B amounts will be preloaded by Grants & Data

• Title VI-B offset must be at least the district’s average amount per pupil

• Costs must be justified and documented on the basis of valid IEP services delivered by qualified personnel

• Final OSEP regulations allow for a new Maintenance of Effort exception for the assumption of costs by the State’s High Cost Fund (34CFR 300.204[e]).

• Consider the availability of additional Medicaid for health- related services

CONSIDERATIONS WHEN FILING A CATASTROPHIC CLAIM 60

• Additional Medicaid is available for districts for health-related services, particularly for personal, medically necessary services authorized by a physician and “hands on” assistance with Activities of Daily Living (ADL’s) that a student is incapable of performing

• Examples of Common Personal Care Services − Eating – tube feedings, cutting food, hand over hand assistance, and complete

assistance with feeding are all examples of reimbursable personal care services− Bladder/bowel – catheterization, diaper changes, changing soiled clothing,

assisting a student to the restroom, assisting a student in the restroom, and assisting a student with hand washing after using the restroom are all examples of reimbursable services

− Personal hygiene – assisting a student comb hair, brush teeth, wash face and hands are all examples of reimbursable personal care services

− Positioning a student, assisting with a transfer, assisting a student with ambulation (getting safely from point A to point B), and performing range of motion exercises are examples of reimbursable personal care services

Considerations When Filing A Catastrophic Claim, continued 61

• To access Personal Care Assistance provider status− Consult the Medicaid in the Schools (MITS) website at

http://www.armits.org/− Complete the Medicaid Service Provider Application and

Agreement. Send to Tony Boaz at MITS. Do NOT send to Medicaid.

− Complete the Prior Authorization form and contact MITS to assist in review of the paperwork

− Identify the Paraprofessionals working with the students with the highest level of need, related to personal care services, and complete the training to certify them as Certified Personal Care Aides.

• Medicaid match can be counted as an allowable cost

Considerations When Filing A Catastrophic Claim, continued 62

Questions:

Review questions and answers which are presently posted on the grants and data web site.

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Most Important: Submit the claimMost Important: Submit the claim

Actual Claim

Click on the Actual Claim tab. Here you can view all Costs, the Grand Total, Offsets and the Actual Claim total. The Actual Claim

must be at least $15,000 to be considered as catastrophic. You must click on the Submit Claim button once all of your information has been entered correctly. This must be done for each student entered into the Catastrophic Occurrence

Registry in order to be considered for reimbursement.

��

Catastrophic Training Webinar

November 8 & 9, 2011

Donald Watkins Grants & Data Administrator

Catastrophic OccurrencesCatastrophic Occurrences Financial Information Review Financial Information Review

20112011--1212

CATASTROPHIC OCCURRENCESCATASTROPHIC OCCURRENCES FUNDING CONSIDERATIONSFUNDING CONSIDERATIONS

• The Catastrophic Occurrences Program provides student- specific reimbursement for a student with disabilities whose special education and related services costs are − unduly expensive

− extraordinary, or

− beyond the routine and normal costs associated with special education and related services (A.C.A. 6-20-2303)

• Costs are allowable only when they are incurred specifically as a result of the needs of the individual catastrophic student.

• Costs must be justified and documented on the basis of valid IEP services that are delivered by qualified personnel.

Catastrophic Occurrences Catastrophic Occurrences Funding Funding Considerations, Considerations, continued continued

• The appropriation of State funds for the Catastrophic Occurrences Reimbursement Program is $11,000,000

• Catastrophic Occurrences reimbursement is available for the first $15,000 of allowable costs, 80% up to $50,000, and 50% up to $100,000. If the total state reimbursement amount exceeds $11,000,000, each district’s reimbursement amount will be prorated

• Reimbursements are calculated after all revenue offsets are applied, including the per student average amount of Title VI-B funds, Medicaid and other funds received (Title VI-B amounts will be preloaded by Grants & Data)

• The Total Catastrophic Occurrences Claim must be at least $15,000 after offsets to be considered for the reimbursement

CONSIDERATIONS WHEN FILING A CATASTROPHIC CLAIM, continued

Pro-rated teacher’s salaries & benefits will be deducted from the Total Claims included for each Catastrophic Occurrences student (All Object 61110 and/or Fund 1 expenditures will be carefully reviewed and generally deducted from the Total Claims included for each Catastrophic Occurrences student).

All expenditures from Title VI-B and IDEA-ARRA (Fund/Source codes 6702 and 6721) will be deducted from the Total Claims included for each Catastrophic Occurrences student—except 6702 expenditures equaling the Title VI-B per child allocation will be allowed.

Medicaid (6750), ARMAC (6752), Catastrophic (2265), and other Salary or Operating fund (Fund 1 or 2) expenditures (except pro- rated teacher’s salaries & benefits) may be included when submitting Catastrophic Occurrences expenditures that help meet the IEP of eligible students.

CATASTROPHIC CLAIM HINTS Review the CATASTROPHIC OCCURRENCE REGISTRY

USER’S GUIDE , FY 2011-12, that can be found on MySPED under the Support tab

Student demographic information for each student claimed for Catastrophic Occurrences MUST be entered and saved in the Catastrophic Occurrences Student Registry by February 1, 2012 (or earlier if possible)

Complete and submit by February 1, 2012 (or earlier if possible) the Abilites form and the Student Demographic form via e-mail to ADE.catastrophicsupport@arkansas.gov

Projected costs for the year (with complete account codes) for each student in the Catastrophic Occurrences Student Registry MUST be entered and saved in the Registry at the time student demographic information is provided by February 1, 2012 (or earlier if possible)

CATASTROPHIC CLAIM HINTS, continued

Final costs--each student listed in the Catastrophic Occurrences Student Registry that is submitted for reimbursement MUST have final costs (with complete account codes) entered and saved in the Registry and SUBMITTED by April 16, 2012 (NEW DATE)

The Superintendent’s certification for Catastrophic Occurrences Students Claimed MUST be faxed to the attention of Jo Ann Logan at Grants & Data, by April 16, 2012 (NEW DATE) at 501-682-4313 (Note: This certification shows the amount claimed and the date submitted for each Catastrophic Occurrences Student Claimed. If either the amount or date submitted do not appear on the report, the submission for the Student Claimed for Catastrophic Occurrences is NOT complete!)

CATASTROPHIC CLAIM HINTS, continued

Questions that are part of each student’s projected cost section of the Catastrophic Occurrences Student Registry that MUST be answered include:

• Under the Instruction Costs tab, Special Education Aide-

Is this a self contained 1:6 setting?

How many aides are in this classroom?

What is the Student-Employee Ratio for this aide?

How was the amount claimed as an expenditure for the instructional aide for this student determined?

Is an aide required in Student’s IEP?

CATASTROPHIC CLAIM HINTS, continued

:• Under the Related Service Costs tab for any/all areas claimed-----

Have you attempted to access Medicaid or other third party insurance or provider for these services?

For the Personal Care Aide, has the person providing this service received the necessary training to qualify for medicaid funding?

For the Personal Care Aide, is this a self contained 1:6 setting?

How many aides are in this classroom?

What is the Student-Employee Ratio for this aide and/or services (or number of students transported with this student)?

How was the amount claimed as an expenditure determined for these services for this student?

Are these services required in the student’s IEP?

CATASTROPHIC CLAIM HINTS, continued

While teacher salaries cannot be pro-rated, speech therapist’s salaries can be pro-rated

Use Catastrophic Fund (Fund/Source 2265), Medicaid (F/S 6750), ARMAC (F/S 6752), State/Local (Funds 1 & 2, program code 200) to pay costs for students eligible for Catastrophic Occurrences funding

The costs for the first aide in Self-Contained 1:6 classes CANNOT be included in Catastrophic costs (Consider paying this position from F/S 6702 or 6721)

Account codes (21 digits) must be included. If not, the amount will be deducted

Do not include costs that are not paid by the district (such as speech or physical/occupational therapists who agree to work for the amount received from Medicaid)

Catastrophic Submission PointsCatastrophic Submission Points Ensure that the required information, including “Projected Student

Costs” has been entered and saved as part of the Catastrophic Occurrences Student Registry.

Review the ABILITIES form outcomes to ensure that the ratings represent a student with “catastrophic needs.”

Ensure that the “Student Demographics form” is completed to document the special education and related services needed by this student are above the normal and usual and the reasons why.

Review the IEP to ensure that it is complete and appropriate for the individual student and the student’s unique needs, and that the IEP addresses all areas of identified weakness.

Lastly, by the April 16 date, Submit the claim if it appears to meet the established standards and provides accurate information that reflects the IEP needs of the catastrophic occurrences student

CATASTROPHIC CLAIM HINTS, Transparency

Legislative Auditors will likely review expenditures, documentation and claims submitted for Catastrophic Occurrences Students

ADE-SEU must ensure that reimbursement of Catastrophic claims is for the provision of FAPE in accordance with an IEP, and that only allowable program costs for services provided to eligible students are reimbursed.

CATASTROPHIC OCCURRENCE FUNDINGCATASTROPHIC OCCURRENCE FUNDING

Catastrophic Occurrences Funding for all districts qualifying for Catastrophic Occurrences funding will be posted on MySPED as soon as possible following the determination of eligible students and amount of funding for each district.

Catastrophic Occurrences Funding for each student will also be posted on MySPED. The determination of the amount of funding for each student submitted will be posted on each district’s MySPED account. Each student that qualifies for funding will have Yes beside his/her name and the amount funded. Students that do not qualify for funding will have NO beside their name indicating that the student did not qualify for Catastrophic funding.

CATASTROPHIC OCCURRENCE FUNDING CATASTROPHIC OCCURRENCE FUNDING (Continued)(Continued)

Revenue received from approved Catastrophic Occurrences must be coded as:

Fund Source of Fund 2265Revenue Code 32355.

Expenditures from Catastrophic Occurrence fund must be coded as:

Fund Source of Fund 1265 or 2265Program Code 200

DATE REMINDERSDATE REMINDERS

Student demographic information for each student claimed for Catastrophic Occurrences MUST be entered and saved in the Catastrophic Occurrences Student Registry by February 1, 2012 (or earlier if possible)

Complete and submit by February 1, 2012 (or earlier if possible) the Abilites form and the Student Demographic form via e-mail to ADE.catastrophicsupport@arkansas.gov

Projected costs for the year (with complete account codes) for each student in the Catastrophic Occurrences Student Registry MUST be entered and saved in the Registry at the time student demographic information is provided by February 1, 2012 (or earlier if possible)

DATE REMINDERS (Continued)DATE REMINDERS (Continued)

Final costs--each student listed in the Catastrophic Occurrences Student Registry that is submitted for reimbursement MUST have final costs (with complete account codes) entered and saved in the Registry and SUBMITTED by April 16, 2012 (NEW DATE).

The Superintendent’s certification for Catastrophic Occurrences Students Claimed MUST be signed by the Superintendent and faxed to the attention of Jo Ann Logan at Grants & Data, by April 16, 2012 (NEW DATE) at 501-682- 4313.

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