Five-Year Online
Strategic Plan – Special
Education Component
Accessing and Entering the
Online Plan
West Virginia Department of
Education
Office of Special Programs
April 22, 2011
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Accessing the Plan
To access your county five-year online strategic plan:
• Go to: http://wveis.k12.wv.us/wvfiveyearonlinestrategicplan/
• Enter your assigned WVEIS identification and your WVEIS password
OR – go to the WVDE Web-site, go to WVEIS, WVEISWeb, then click on County Five-Year Plan for the
appropriate year.
BASIC NAVIGATION
In the column down the left of the first screen, you will see a navigation pane with options matching the various
components of the plan. USE THE NAVIGATION PANE TO MOVE FROM ONE SCREEN TO ANOTHER.
DO NOT USE THE BACK BUTTON OR YOU WILL EXIT THE PLAN. If you make this error, in some cases,
the forward button may take you back to the screen; if not, access the plan site again,
http://wveis.k12.wv.us/wvfiveyearonlinestrategicplan/. You will still be logged in and may continue your
work without logging in again.
If you wish to hide the navigation pane, click on the double arrows at the top of the pane. Click the arrows again
to reveal the panel.
Login and Overwriting
When you or anyone in your county is logged in to the plan, the user’s e-mail address will appear across the top of
the screen in red. Please be aware if two users are logged in and making changes in the same section, they may
overwrite each other.
If more than one user is logged into the plan at the same time and working in the same section, it is possible for
one to overwrite the work of the other. This was possible under the old plan as well, but may be more apparent
under the new system. Communication with others accessing the plan is essential. You may overwrite or cause
another person’s information not to be saved. This plan is an integrated plan, so special education is in the same
section of goals, objectives and actions (although you may have it under a separate goal) as all other goals in your
plan.
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Logout
When you exit the plan, please LOGOUT. If you do not, you will remain logged in for up to eight hours. Others
in your county will need to know you have logged out, and they may work in the plan without interference. To
logout, click Utilities in the navigation pane, if it is not already open. Under Utilities, click Logout.
Content Boxes
Information is added and edited in content boxes. For example, a Goal, Action Step or table may be visible on the
Goal screen (e.g., the professional development plan), but information cannot be entered unless the button is
clicked to open the content box. When the box opens, it can be maximized by clicking the small blue screen icon
at the right hand end of the tool bar. This facilitates entering information using the editing features displayed in
the toolbar. Adjust the font as needed to ensure the resulting printed pdf document is easily read. Once the
information is typed into the box, click the blue icon again to minimize the box. This reveals the Update button.
Click the Update button to save your work and close the box. SAVE OFTEN BY CLICKIING UPDATE TO
AVOID LOSING YOUR INFORMATION.
Cutting and Pasting
It is possible to cut and paste from a Word document into a content box within the plan. However, because the
online plan is not a Word application, it may not recognize Word formatting. When you cut and paste, a dialog
box will appear to inform you the information is being cleaned. Follow the instructions in the dialog box, and the
cut and paste should complete. However, you may need to reformat.
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Locating Goals, Action Steps and Subtasks Already in the Plan
Last year’s information will be in the plan, unless it is deleted. However, the 2010 budget spreadsheets have been
revised, and the 2009 form cannot be used. Data Analysis, Goals, Objectives, Action Steps and Subtasks from the
previous plan will appear in this year’s online plan until they are edited or deleted. This facilitates updating
actions and subtasks for existing five-year plan goals and continuing those actions already in the plan.
Sorting
Goals may be sorted using the Sort Goals menu item in the navigation pane. The list will be sorted on the first
100 characters in the goal. Therefore, it is useful to begin your goal in a manner that will allow it to be sorted in a
way useful to the county. Actions and subtasks may be sorted in a similar manner within goals using the Sort
Actions menu selection, but not across goals within the plan. For example, begin with Special Education or IDEA
or ARRA IDEA to facilitate sorting and to enable plan reviewers to identify the appropriate subtasks linked to
expenditures. Action steps for the various plan sections are indicated by checking the appropriate box under the
step.
Printing and Submission
When the Special Education Component is printed and/or submitted, the Five-Year Plan components will be
printed, including Data Analysis, Compliances and each Goal, Professional Development Plan section (even if
they do not include special education) and the Action Steps/Subtasks identified by checking the Special Education
box under the step. The ARRA IDEA plan will have the above general components, the ARRA IDEA
Goals/Objectives/Activities if the ARRA IDEA box is checked and the ARRA IDEA reporting screens.
The Five-Year Plan
PLAN COMMITTEE
Ensure the Special Education Administrator is entered as a committee member (click on Modify, enter requested
information, check the Special Education box and press Update.)
DATA ANALYSIS
The Data Analysis screen provides links to various Web-based data sources, including the Special Education SelfAssessment site. The collection and analysis of internal and external data are a prerequisite for determining
Goals, Action Steps and Subtasks/Sequences. For special education funding purposes, data analysis is a review
and summary of available data for special education students related to the State Performance Plan Indicators,
including dropout, graduation, student achievement, least restrictive environment, discipline, disproportionality,
evaluation timelines, secondary transition and post school outcomes and compliance with IDEA requirements,
including CSADA, ADA and onsite monitoring results.
Enter Data Analysis information by clicking the Data Analysis button on this screen, which opens a content box.
Type in (or cut and paste in) the data analysis for special education. County and/or special education specific data
analysis should support goals, objectives, actions and subtasks for which special education funds are requested.
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GOALS, OBJECTIVES, ACTIONS
GOALS
ALL ACTIONS MUST be attached to a goal or they will be lost. DO NOT CLICK THE DELETE THIS GOAL
BUTTON unless you are certain you want to delete the goal. This will delete the goal and all objectives and
actions attached to it.
Two options are available for generating goals.
Option 1: Write a new goal or select an existing goal.
•
Click Goals/Objectives/Actions in the navigation pane to reveal all goals in the plan.
•
Select an existing goal and click Modify to continue OR
Option 2: Type a new goal in the box labeled Goal.
Example:
All special education students will receive free, appropriate public education to increase
achievement and performance and to support transition to desired post school outcomes.
•
•
Click the Add a Goal button.
Click Modify to continue.
When you enter a goal and display the Goal list, check boxes labeled Strategic and Compliance appear to the
right of the Goal. One or both may be selected. If boxes are checked, when the Sort Goals function is used,
Strategic and Compliance with sort separately.
Objectives
Objectives must be completed for the Special Education Component this year.
To work with Objectives, click the Modify button above the selected Goal. This opens a screen as follows. Click
the Objectives button to open the content box and enter objectives. Click Update when finished to save your
input.
Sample Goal Screen:
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PROFESSIONAL DEVELOPMENT PLAN
Professional Development may include activities for professional personnel, service personnel, parents and
others related to improving education for students with disabilities or implementing provisions of IDEA. These
professional development activities should be designed to address needs associated with the plan goals and
objectives. PD activities will be entered in the specific Professional Development Plan table. This allows the
district to print all goals and PD activities together, and facilitates collaboration in PD across programs. After all
information is entered (date, topic, audience, mode of presentation, source of funds/expenditure (e.g. IDEA Part
B, stipends), click the Special Education box to ensure the activity is incorporated into the special education plan.
SCREEN TO BE REVISED WHEN SYSTEM IS UPDATED
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To enter professional development activities, click on the Professional Development (PD) Plan menu item.
(Plan still under construction.) Type in the requested information for your professional development activity in
each cell.
•
•
•
•
•
Date – if specific date is unknown, provide estimated month and year.
Topic – enter the topic and purpose of your PD. Both topic and purpose should address a need or concern
stated in your Data Analysis.
Audience – include who and the number to receive PD.
Mode – coaching, learning community, trainer led or describe other method
Funding Source – IDEA, Part B or IDEA Preschool, IDEA CEIS; include type of expenditure, e.g.
stipends, substitutes, travel
Click the Special Education box to ensure the activity is incorporated into your Special Education Plan. Minimize
by clicking the blue screen icon. Click the Update button to save your work. Exit by selecting another item
from the navigation pane.
ACTION STEPS and Subtasks/Sequences
Both Action Steps and Subtasks/Sequences justify the use of special education funds. Based upon the district’s
data analysis of needs in the aforementioned eight categories, needs are identified and are included as Action
Steps with Subtasks that provide specific, required information. The Action Steps provided may be used, or
county-specific Action Steps may be written.
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Entering Action Steps and Subtasks/Sequences
Click on Goals/Objectives/Actions in the navigation pane to display this screen. Locate the Goal to which you
wish to add actions. Click the Modify button above the Goal.
You have two options for adding Action Steps.
Option 1: Type the step into the box and click on Add an Action Step.
o Then click on Subtasks/Sequences to open the content box and add the Subtasks.
o Click the Update button to exit the content box and save your work.
o Click the Special Ed box in the list under the Action Step to check that box, and then click the Mark
Compliances box.
Option 2: Generate pre-written Special Education Action Steps
• Click on the Add Special Education Actions button. DO THIS ONLY ONE TIME. CLICKING
MULTIPLE TIMES WILL GENERATE MULTIPLE COPIES OF THE STEPS.
•
The template with all eight action steps will be generated. These steps are:
o Special Education 01- Personnel
o Special Education 02- Services
o Special Education 03- Materials, Supplies, Equipment
o Special Education 04–Professional Development
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o
o
o
o
Special Education 05-Early Intervening Services
Special Education 06 - Services for Students with Disabilities Parentally Placed in
Private Schools
Special Education 07 - Special Education- Facilities
Special Education 08- Other
PLACING SPECIAL EDUCATION AS THE FIRST WORDS IN THE STEP WILL FACILITATE
ALPHABETICAL SORTING OF ACTIONS.
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•
•
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The Action Step may be modified, if necessary.
Click on the Subtasks/Sequences button next to the Action Step to open the content box to add subtasks
to the step. Click the numbering box in the toolbar to number subtasks. This will facilitate referencing
them in the budget.
Click the Update button to exit and save your work.
The Click the Special Ed box or (ARRA IDEA) in the list under the Action Step as appropriate.
IF YOU GENERATE THE EIGHT PREWRITTEN STEPS AND DO NOT WISH TO USE ONE OR ALL OF
THEM, DELETE EACH ONE INDIVIDUALLY BY CLICKING THE DELETE THIS ACTION
BUTTON.
SPECIAL EDUCATION COMPLIANCES
Special Education Compliances include required and information to be completed by each county school district
requesting IDEA Part B and state aid special education funds. Forms and calculations have been updated to
reflect the information needed for the FY10 plan.
In navigation pane, click on Compliances Special Ed to display a list of compliance sections of the plan. These
sections provide: 1) the FY 12 allocations (NOT AVAILABLE AS OF 4-25-2011), 2) calculation spreadsheets
for private school expenditures, excess cost, maintenance of effort (MOE), Coordinated Early Intervening
Services plan and report and 3) sections to be completed if equipment over $5000 or construction are part of the
plan.
Compliances Special Ed
LEA-Allocations
LEA-Private Schools
LEA-Excess Costs
LEA-MOE
LEA-Early Intervening
LEA-Equipment
LEA-Construction
Requirements:
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Allocations – required to select allocations for the appropriate fiscal year
•
Calculation of Required Expenditures for Students with Disabilities Who are Enrolled by Their
Parents in Private Schools - Required of all districts.
•
Excess Costs - required
•
Maintenance of Effort (MOE) – additional documentation required
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•
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Coordinated Early Intervening Services Report – As applicable; (if FY-07 or FY 08 funds were
allocated for this purpose for the 2006-2007 and/or 2007-2008 or 2008-2009 school years) and
CEIS plan if FY 2010 funds are being budgeted for CEIS.
Itemization of Equipment – if any
Construction and Remodeling – if any
Allocations
Under this section SELECT THE ALLOCATIONS TO WHICH THIS APPLICATION APPLIES. Once
the appropriate year’s allocation is selected, the total IDEA allocation appears in the box at the top of the screen.
Choose only those amounts for the fiscal year for which the district is making application. Click Update.
Please note that the majority of districts will only be applying for FY-12 funds. Allocations must match the
amounts displayed in the columns of Table 1 (federal school age entitlement and Early Intervening), Table 3
(federal preschool entitlement) and Table 4 (state aid) and must be entered in the space(s) provided. For those
districts that allocate funding for early intervening services, the amount allocated cannot exceed the amount listed
under the column, Early Intervening, on Table 1.
EXPENDITURES FOR STUDENTS WITH DISABILITIES WHO ARE PARENTALLY PLACED IN
PRIVATE (NONPUBLIC) SCHOOLS
Complete the Private Schools Expenditures form by calculating the minimum amount of entitlement funds to be
allocated to provide special education and/or related services to eligible students with disabilities who have been
placed by their parents in private schools* within the district.
Private school and child count numbers are entered by the district in the boxes provided.
Coordinated Early Intervening Services
Enter data report as applicable.
Enter CEIS plan narrative if funds are budgeted.
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Reporting Requirements. Each district that develops and maintains Coordinated Early Intervening Services
must annually report to the OSP on:
•
•
The number of students served by Coordinated Early Intervening Services, and
The number of students served by Coordinated Early Intervening Services who subsequently receive
special education and related services under IDEA 2004 within two years (§300.226).
Each student is identified according to the criteria established for the CEIS program must be tagged in the WVEIS
Basic Student Record. This will enable a report to be generated through WVEIS annually to maintain the
required count of student and to track and report students subsequently identified with a disability.
The budget information for the CEIS Action Plan is entered in the Special Education Budget spreadsheet in the
CEIS section.
CEIS Report
Please report as follows. Refer to your previous plans as needed. Open the content box and insert a column as
needed.
Coordinated Early Intervening Services Report
Districts that develop and maintain coordinated Early Intervening Services under 34 CFR §300.226 to K12 students without disabilities needing additional academic/behavioral support in general education are
required to report the number of students without disabilities who received Early Intervening Services
and, of those students, the number who subsequently were initially referred and found eligible as a
student with a disability within two years of receiving EIS.
2007-2008
2008-2009
2009-2010
2010-2011
Number of students without
disabilities who received
coordinated EIS
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Number of students without
disabilities reported above who
were Initially referred and
found eligible as students with
disabilities.
Excess Cost and Maintenance of Effort
The excess cost and maintenance of effort screens populate with data from the allocations and the WVEIS
financial system. The information must be reviewed and information provided as requested on each of the
screens.
You are required to review information as reported on the form and assure that your county meets the
excess cost requirement as defined. In addition, please review the numbers for reasonableness and contact
Janice Hay, Coordinator, at jehay@access.k12.wv.us should you have questions about the information as
presented.
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Maintenance of Effort
Maintenance of effort (MOE) is the provision in IDEA that requires a district to budget and spend at least the
same amount of local, or state and local, funds on students with disabilities in the current year as in the previous
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year. If the district maintains the same level of state and local spending year to year, then the IDEA funds spent
for the excess cost of providing special education and related services is considered to be supplementing that
foundation of state and local expenditures. Maintenance of effort amounts are state and local funds only; this
amount should not include Medicaid funds spent for special education services. Because the WVEIS system for
prior years did not code Medicaid funds separately, the amount of Medicaid funds spent by the district
must be compiled by the chief financial officer and must be submitted to WVDE, Office of School Finance.
WVDE will then subtract this from the MOE level as appropriate.
The current screen displays only total state/local calculations. Additional documentation for the other
three methods of determining MOE must be submitted, as needed. If the MOE screen displays any
calculations in red, an explanation text box will open. An allowable explanation for reducing MOE must be
provided. Aside from the 50 percent reduction potentially allowed to LEAs under section 613(a)(2)(C) (34 CFR
§300.205) described below, LEAs may reduce their level of local, or state and local expenditures below amounts
expended in the prior year under 34 CFR §300.204 if such a reduction is attributable to any of the following:
1) The voluntary departure, by retirement or otherwise, or departure for just cause,
of special education or related services personnel;
2) A decrease in the enrollment of children with disabilities;
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, as determined by the SEA, because the child: (a)
has left the jurisdiction of the agency; (b) has reached the age at which the
obligation of the agency to provide FAPE to the child has termination; or (c) no
longer needs the program of special education;
4) The termination of costly expenditures for long-term purchases, such as the
acquisition of equipment or the construction of school facilities; and/or
5) The assumption of cost by the high cost fund operated by the SEA under 34 CFR §300.704(c).
Additionally, IDEA, §613(a)(2)(C) provides that in any fiscal year district’s IDEA, Section 611 (school age)
allocation exceeds the amount received in the previous fiscal year, the district may reduce the level of state and
local expenditures otherwise required by the maintenance of effort requirement by up to 50 percent of the increase
in federal funding.
Districts may take advantage of this flexibility provided they received a determination of “ Meets Requirements”
under IDEA, Section 616 and are not required to reserve 15 percent of their funds for Coordinated Early
Intervening Services (CEIS) under 34 CFR §300.646. West Virginia districts with a determination of “Needs
Assistance” may not use this flexibility.
The district must determine the amount of state and local funds to be budgeted for students with
disabilities for FY 2010, and this amount must be reported in Line 13 of the MOE screen within the special
education component of the online plan. An explanation for reducing the MOE must be provided. Do not
include Medicaid funds budgeted for special education in the Line 13 budgeted amount.
Districts found out of compliance with the maintenance of effort requirement must provide an explanation
in accordance with directions that are contained in this section. Noncompliance is signified by the MOE
amount showing in red on the screen.
SCREEN TO BE REVISED
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Please view the MOE screen online for FY12 updates. Line 13 is completed by the CSBO with FY12
budget – state and local funds budgeted for students with disabilities.
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ITEMIZATION OF EQUIPMENT
Complete this worksheet for equipment having a useful life of more than one year and an acquisition cost of
$5,000 or more per unit for equipment identified in any action step using Special Education funding. List each
type of equipment (e.g., Liberator, Dynavox), the number of units to be purchased and the action step where the
purchase of each equipment item is specified. Also, indicate with an “X” the funding source for each item.
Information on this page must accurately match information in the Action Steps that include the
equipment purchase.
CONSTRUCTION AND REMODELING
Compliance – Special Education - Construction Screen and Instructions
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SPECIAL EDUCATION BUDGET
The special education budget will be submitted with the county budget by the county’s chief financial officer no
later than June 1. The Excel spreadsheet submitted with the special education plan is a helpful as a planning tool.
Please continue to submit the spreadsheet, by e-mail to assist in the review of the budget. The WVEIS budget
must match to the Action Steps/Subtasks in the Five-Year plan. Expenditures will be matched through review of
the project, program/function and object codes, therefore, specific codes from the Chart of Accounts
(http://wvde.state.wv.us/finance/manuals/charts.pdf ) are required. Because county budgets must go to the local
Board of Education for approval and must be available to the public for review, the special education director in
collaboration with the CSBO will need to complete the budget no later than mid-May.
The special education budget, as submitted through WVEIS, will be populated into the online plan system, when
it is available. It may not be reflected in the plan pdf submitted on June 1. However, the Office of School
Finance will forward the WVEIS submission to the OSP for review. Please be as accurate as possible with
coding and amounts in this original submission. Once the WVEIS budget is submitted, changes can only be
made through the budget revision process submitted after July 1. If the OSP’s review indicates a budget revision
is required before the plan can be approved, the budget revision process could delay release of the grant award. In
this situation, the online plan may be approved pending submission of the required budget revision.
Submitting the Completed Plan
When the plan is completed, go to Printing and Submission – Special Education. Create the pdf. Review it.
Then go back and Submit to the state. This sends and e-mail to the OSP indicating your plan is ready for review.
Once the plan is reviewed, a checklist with the results will be uploaded to the same location under State
Evaluation.
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