Special Education Plan
Annual Application
for IDEA, Part B and Preschool
and State Aid for Exceptional Children
2013-2014
Agenda
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Part I – Allocations
Part II – Assurances
Part III – Private Schools
Part IV – Data Analysis
Part V - Goals/Objectives/Actions/Budget
Part VI – Itemization of Equipment
Part VII – Maintenance of Effort
Part VIII – FY 14 Budget Amount
Part IX – Excess Cost
Part X - CEIS
Timeline
• June 14, 2013–
Applications
• July 1, 2013 – Begin
issuing grant awards
• Failure to respond to
needed corrections may
result in monitoring
issues
When to use…
• Funds may not be obligated prior to July 1 or the
date a substantially approvable application is
submitted, whichever is last.
• One grant award is issued, however, a percentage
is available July one; the rest available October.
• 5% sequester cut comes from the July portion
• All funds must be obligated by September 30,
2015
• Spend IDEA FY 12 and 13 carry over first
Special Education Plan
– Part I - Allocations – District enters amounts from
the allocation tables provided
– Part II – Assurances (review only)
– Part III - Private Schools Calculation –
– District enters child count amounts; allocation
populates from Part I
– Calculates the amount to be budgeted and spent
– Must check NO box if the district has not parentally
placed private school students within the district
Private Share Calculator
IDEA Part B - School Age (43-X-1) (for students 3-21)
(a.)
Total number of eligible private school students ages 3-21
X
Divided by
(c.)
(d.)
#DIV/0!
(d.)
#DIV/0!
equals
Federal entitlement
(b.)
Number of all eligible students ages 3-21
IDEA 619 Preschool (43-X-2) (for students 3-5)
(a.)
Total number of eligible private school students ages 3-21
Divided by
(b.)
Number of all eligible students ages 3-21
X
(c.)
equals
Federal entitlement
Part IV: Data Analysis
WHERE TO FIND THE DATA:
– Data Analysis minimum sources
• Achievement on previous WESTEST2 and APTA
• Dropout, graduation
• District Self Assessment/ADA findings and
needs
• ADA improvement plans
• Other monitoring report corrective actions
Part IV: Data Analysis
Enter data summary in brief narrative form
Incorporate ESEA Flexibility data as it applies to
students with disabilities:
• Only if it is available and public at the time of
completion of the plan
• E.g., focus schools and priority schools having
SWD issues
Part V: Goals/Objectives/Activities
Measurable Objectives
• Enter at top of Part V spreadsheet
• Write a measureable objective for at least one
of your priority strategic issues for improving
an outcome for students with disabilities.
– What indicator, area or skill are you working to
improve?
– How will improvement be measured?
– How much do you expect to move the
measurement in the next year?
Part V: Goals/Objectives/Activities
Action Steps and Subtasks
 GOAL and ACTION STEPS for each budget section are
provided and may be edited.
 Subtasks clarify specific activities/expenditures within the
Action Step
 Specify the activity being funded and indicate amount in
the column for the source of funds (IDEA B, IDEA
Preschool, State aid); specify it is for students with
disabilities, if it isn’t obvious
 For each item, provide program function code and object
code from Chart of Accounts
Part V: Goals/Objectives/Activities
Subtasks
Specific Information Needed
For all Steps: Include program/function code, object
code and amount
Personnel – FTE and type of position (e.g. 1.0
FTE multicategorical sp. ed teacher, 0.5 FTE
speech language pathologist, 1.0 FTE teacher
of autism,)
Part V: Goals/Objectives/Activities
Subtasks
SERVICES
Include type of service, budget codes and amounts
PROFESSIONAL DEVELOPMENT
 Include PD topics and target audience in the subtasks
 Indicate type of expenditure and amount as a subtasks with
applicable program/function code, object code and amount
MATERIALS, SUPPLIES, EQUIPMENT
Indicate items to be purchased for SWD (or gifted 21271, state
funds only)
Part V:
Goals/Objectives/Activities
Subtasks
• FACILITIES
• OTHER
• STUDENTS PARENTALLY PLACED IN PRIVATE
SCHOOLS
•
Required amount must be budgeted and spent for services agreed to in the plan
developed through consultation
Private Schools
• Districts must update the plan for spending a
proportionate share of IDEA funds on students parentally
placed in private schools through consultation with
representatives of private schools any time a significant
change occurs and recommended annually
• IDEA funds must be expended
• Can provide services and equipment/materials for
implementing students’ service plans
• Can’t give funds or property to private schools
• After a carry-over period of one year, LEA may apply to
transfer unexpended funds
Private Schools
• District maintains the count of eligible students
(not just those receiving services)
• District enters count into the boxes in the
Compliances - LEA-Private Schools screen and
the FY14 required amount auto calculates
Until allocations are available use draft tables
and the Excel calculator to determine amount
• These amounts (school age and preschool) must
be included in the budget under
program/function code 51510.
Part VI: Itemization of Equipment
• Part VI – Itemization of equipment is required
for item costing $5,000 or more for single item
• Provide the detail requested
SUPPLEMENT NOT SUPPLANT
PART VII: MAINTENANCE OF
EFFORT
Supplement, Not Supplant,
No “Particular Cost” Test
If the LEA maintains (or exceeds) its level of
local, or state and local, expenditures for
special education and related services from
year to year, either in total or per capita, then
the Part B funds are supplementing those
local, or state and local, expenditures and the
LEA has met its MOE and supplement/not
supplant requirements.
Maintenance of Effort Assurance for
Funding Eligibility
• Many districts are struggling to maintain effort
• To be eligible for plan approval and to receive a grant
award for FY 14, the LEA must submit a FY14 LEA
budget that assures MOE will be met
• Medicaid funds spent for students with disabilities are
not counted as local funds for MOE (CFO reports to
WVDE and codes Medicaid revenues and expenditures
in WVEIS for FY14)
• Use of Medicaid funds for special education provides
flexibility year to year without affecting MOE
Special Ed Director and CSBO and
Superintendent Assure MOE
• This is the eligibility test based on expenditures
pulled from the WVEIS financial management
system from the most recent year compared to
the LEA-provided budget amount.
• COMPLIANCE is met through actual to actual
expenditure comparison.
If compliance is not met, the LEA must pay back
the difference in non-federal funds.
REPAYMENT
Four Tests to Meet MOE
• An LEA needs to only meet ONE of the
following comparison tests:
1)Local & State expenditures in total for SWD
2)Local Only expenditures for SWD
3)The per student amount of Local & State expenditures
for SWD
4)The per student amount of Local Only expenditures
for SWD
First must budget adequate amount; then must spend
MOE Determination
• Expenditures pulled by online plan, however, several
adjustments may be needed to these amounts
• Special Education MOE Comparison table for the two
state/local calculations has been distributed with
OPEB and other approved adjustments
• These amounts are entered into application, Part VII:
MOE
• Special treatment for use of CEIS funds is required;
contact the OSP if applicable
MOE Determination
• Expenditures pulled by online plan, however, several
adjustments may be needed to these amounts
• Special Education MOE Comparison table for the two
state/local calculations has been distributed with
OPEB and other approved adjustments
• These amounts are entered into application, Part VII:
MOE
• Special treatment for use of CEIS funds is required;
contact the OSP if applicable
Local Only MOE
• Most districts met MOE for state/local (see table)
• Districts not meeting the state/local MOE need to
enter amounts from the local only MOE screen
• Screen has been updated to remove objects 217, 235
• Adjustments for Medicaid, if not properly coded,
OPEB excluded in FY11 and reductions previously
approved may be needed to determine final
calculation
MOE Reduction
• Districts not meeting MOE must provide and
document allowable reasons why a reduction
should be approved.
• For FY14, no increase in federal funds exists,
so this reason will not be applicable
• Use of CEIS funding affects the calculation, so
contact the OSP for assistance with the
calculations
MOE – Allowable Reasons to
Reduce MOE
1. The voluntary departure, by retirement or otherwise, or
departure for just cause, of special education or related
services personnel (paid with state funds and replaced with
less costly personnel or not replaced)
2. A decrease in the enrollment of children with disabilities
(for the years in question)
3. The termination of the obligation of the agency, consistent
with Part B, to provide a program of special education to a
particular child with a disability that is an exceptionally
costly program
MOE – Allowable Reasons (cont.)
4. The termination of costly expenditures for long-term
purchases, such as the acquisition of equipment or the
construction of school facilities
5. The assumption of cost by the high cost fund operated by the
SEA under 34 CFR §300.704(c).
Part VIII – Budget Amount
Don’t Forget – MOE Eligibility
• Enter amount in state/local funds budgeted
for students with disabilities for the coming
year
• Enter December 1, 2012 child count (has been
corrected from original template) for
comparison purposes
• Actual amount will be based on the December
2013 count, which is not yet available.
PART IX: EXCESS COST
Part B Excess Cost
IDEA
IDEA funds may only be used
to pay the excess costs of
providing special education
and related services for
children with disabilities
See 34 CFR §300.202(a)(2)
7/21/09
RRC IFA Subgroup
Part B Excess Cost
30
Excess Cost Assurance
for Funding Eligibility
– Excess costs are those costs for the education of an elementary
school or secondary school student with a disability that are in
excess of the average annual per student expenditure in an LEA
during the preceding school year for an elementary or
secondary school student.
– Includes general education, so it does not compare directly to
MOE, which is special education only)
• CSBO and special education director review information in
Excess Cost screen pulled from WVEIS and provide assurance
that excess cost will be met in 2013-2014
• Enter the amount calculated in the online plan screen separately
for elementary education and secondary education
PART X: COORDINATED EARLY
INTERVENING SERVICES
Coordinated Early Intervening Services
(CEIS)
• Services for students in K-12 who are not
identified as students with disabilities and who
need additional academic and behavior supports
to remain in the general education environment
• Must define and identify which students are the
recipients of CEIS and track them for two years to
document non-eligible or eligible status. WVDE
will provide tracking protocol.
CEIS May Include:
1. professional development in research-based
academic and behavioral interventions
including literacy instruction and
adaptive/instructional software
2. evaluation, services and supports including
literacy instruction – the WVDE defines
literacy as reading, math and writing
CEIS
• CEIS amount is calculated on IDEA, Part B (School
Age and Preschool) allocation
• Funds expended may come from IDEA, Part B
only or include Preschool
• Amount and number of students served and
identified is reported to OSEP in a new Section
618 report
• CEIS Report is submitted in Part X of the Special
Education Plan
WVEISweb tracking – CEIS Data
Click Yes here
(Default setting is
No)
Required by June
15 each school
year after CEIS
are provided
Mandatory or Voluntary CEIS
• Mandatory Use of CEIS: LEA is
identified with Significant
Disproportionality by
race/ethnicity in LRE,
identification or discipline
• LEA must reserve the
maximum amount (i.e., 15%
IDEA funds)
• Funds are used to address the
Significant Disproportionality
• No option to reallocate funds
• Voluntary Use of CEIS: LEA
opts to set aside IDEA funds
for the provision of services to
students without disabilities
(SWODs)
• LEA may use up to the
maximum amount
• Funds address district
determined need
• LEA may also reallocate any
unspent funds while funds are
available for obligation
CEIS and Supplement Not
Supplant
• CEIS funds may be used to supplement but not to supplant
services provided with funds available under the ESEA (e.g.
after school tutoring, school improvement activities)
• Violations include:
– Funding services otherwise required by state, federal or
local law
– Funding services paid in prior year, e.g. previously paid
by Title I
• This may be rebutted if the services would not have
been funded from other sources if CEIS were not
available
CEIS Plan Section
• Need for program
• Entrance criteria – definition of student
needing additional academic and/or behavior
support
• Describe program, interventions, professional
development, curriculum/materials, targeted
subject, schools, grades
• Progress monitoring and exit criteria
• How funds will be spent
Online Plan
• State/local MOE screens have been updated but
adjustments may be needed
• Enter adjustments only in the Excel template
• Local MOE screen is updated and may be accessed to
obtain data for the Excel template, as needed
• Excess cost screen is updated and used for the Excel
template
• Other screens have not been updated.
• Printing/submission – old plans still available
Plan Review
• OSP staff, including monitors, will review the plan using the
checklist (see handouts)
• Director will receive an e-mail from the reviewer with the
results (review checklist)
• Resubmit the plan by e-mail with the corrections.
• When approved, an e-mail will be sent to the special
education director.
• Plan is either fully approved or approved pending (WVEIS)
budget revision
Questions
OSP Fiscal Resources Web Page
http://wvde.state.wv.us/osp/FY11StrategicPlan.html
Sandra McQuain, Ed. D.
Office of Special Programs
(304) 558-2696
smcquain@access.k12.wv.us