Students with disabilities do not always receive a timely and appropriate education placement because educators do not always have ready access to a sufficient and complete array of services.
School districts have an obligation to provide a Free and Appropriate Public Education but are not solely responsible. All students with disabilities whose school districts have determined that they cannot be appropriately educated in a public education setting and who have waited or have been waiting for more than 30 days for the provision of an appropriate education placement should be the focus of an Intensive Interagency approach.
School districts have an obligation to identify (to the Pennsylvania Department of Education) all students for whom the district has not been able to implement the program and placement called for in the student's Individualized Education Plan (IEP). They must also identify students who have been placed on homebound instruction or are being instructed in the home while awaiting placement. The placement of students at home will come under particular scrutiny because of misuse of home instruction.
Support and Technical Assistance is available through the Intermediate Unit. The Intensive Interagency Coordinator (IIC) can assist in individual case resolution as well as help districts build capacity to serve students with complex needs. The role and function of the IIC can be adapted to meet individual needs.
Examples of Individual Case Resolution can include:
Assisting districts in reporting and tracking class members Attending or facilitating interagency child centered meetings Developing service plans and technical assistance plans to address service, support, and program needs Providing training on local service provider systems: agencies, services and funding Providing a link to CASSP, Local Task Force, local associations and related networks Effectively collaborating with PaTTAN educational consultants
It can also be the role and function of the Intensive Interagency Coordinator to:
Be knowledgeable of, and participate in, local collaborative activities Help districts to build capacity by providing training on School Wide Behavior Support and Transition
- Support the further development of integrated practices and procedures at the local level across human service delivery systems