Five-Year Online Strategic Plan
Special Education Component
Annual Application
for IDEA, Part B and Preschool
and State Aid for Exceptional Children
2011-2012
State Performance Plan
Annual Performance Report
SPP/APR – Evaluates the state’s efforts to
implement the requirements and purposes of
IDEA 2004 and describes how the state will
improve implementation
Five Year Online Strategic Plan – Special
Education Component/Annual Desk Audit –
Evaluates the LEA’s efforts to implement the
requirements/purposes and describes how
the LEA will improve implementation
Results Indicators
Targets Set by State
1.
2.
3.
4.
5.
6.
7.
8.
14.
Graduation
Dropout
Assessment participation and proficiency
Suspension
Educational Environments – Ages 6-21
Educational Environments – Ages 3-5
Early Childhood Outcomes
Parent Involvement
Postsecondary outcomes within one year
Compliance Indicators
Targets Set by OSEP
9. Disproportionality by race/ethnicity –
all disabilities
10. Disproportionality by disability
11. Initial evaluations within timelines
12. C to B transition at age 3
13. IEPs with transition requirements
15. General supervision – noncompliances
Timeline
• June 1, 2011 –
Applications and County
Budgets due
• County budget populates
plan after submission
• July 1, 2011 – 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.
• 50% of grant award amount is available July 1 for
obligation; 50% available in October (comes as one
grant award).
• All funds must be obligated by September 30,
2012
• Spend IDEA FY 10 carry over, including IDEA
ARRA, and FY 11 IDEA first
Five Year Online Plan – Special
Education Component
A plan within the County Mission and Core Plan
Annually updated and submitted June 1
Data analysis disaggregated and supplemented for
students with exceptionalities
Typically one goal for students with exceptionalities.
Objectives can target the specific areas for
improvement
Professional development, actions and expenditures
implement goal/objectives
Must meet compliance requirements to receive state
and IDEA funding
Priority Strategic Issues
• What are your priority strategic issues (e.g.
areas of leverage you will target to improve
outcomes)?
• How did you determine your priority strategic
issues?
• How does logic modeling/root cause analysis
contribute to this process?
Five Year Online Strategic Plan
• Five Year
– Plan Committee –
• Special Ed Director is member
– Data Analysis
•
•
•
•
Achievement on previous WESTEST2 and APTA
Dropout, graduation
CSADA/ADA findings and needs
Other monitoring report corrective actions
– Goals/Objectives/Actions
Special Education Components
• Goals/Objectives/Activities
– Enter a special education goal or attach Action
Step to an existing plan goal
– A separate special education goal clearly
communicates the special education section of
the plan and facilitates OSP review.
– Objectives: Write a measurable objective for
priority strategic issues for SWD.
• Should link to measurements within Data Analysis
section
Professional Development Plan
• Professional Development Plan activities are no longer goalspecific
• Use the screen provided to enter all PD activities
• Check the Special Education box
• Provide all information:
– Date (month/year at minimum)
– Topic
– Target audience (special educators; general educators learning
to work with special ed students or implement special ed
policy)
– Mode of delivery
– Funding source (include use of funds here or in subtasks; e.g.
stipends, substitutes, trainers)
Action Steps
• WRITE or SELECT an ACTION STEP FOR GOAL
• Subtasks clarify specific activities within the
Action Step
Check boxes indicate the applicable plan
components for the Action Step. Step may serve
more than one purpose (e.g. IDEA, Title I), but must
clearly describe how funds will be used to benefit
students with disabilities (or gifted)
Action Step/Subtasks
• Specify the activity being funded and source of
funds (IDEA B, IDEA Preschool, State aid); specify
it is for students with disabilities, if it isn’t obvious
• Personnel – FTE and type of position (e.g.
multicategorical sp. ed teacher, speech language
pathologist, teacher of autism, instructional aide)
– WVEIS budget includes FTE and program/function
code for the specific type of teacher
Action Step/Subtasks
• Services – Describe the contracted services to
be provided (e.g. physical
therapy/occupational therapy; speech)
• Includes tuition for students placed out of
state by DHHR/Courts (state aid)
– Budget program/function codes specific to
the type of service will identify it in the
WVEIS budget
Action Step/Subtasks
• Materials/supplies/equipment
– Be specific; describe what will be purchased and for
whom
– Break down large amounts into specific types,
Examples:
• Supplemental materials – Wilson Reading
• Technology hardware- computers for SWD
• General supplies – for special ed classrooms
Action Step/Subtasks
– Itemize Equipment $5,000 or over in Compliances
– Equipment section
– Budget object codes, specify supplemental
materials, software, hardware, general supplies
– For IDEA preschool funds, program/function
should be specific to preschool (e.g. 21282)
– For IDEA school ages funds used for general
supplies and materials, multicategorical code is
permitted (21210)
Action Step/Subtasks
• Coordinated Early Intervening Services –
include Action Step/Subtask, then describe in
full in the Early Intervening Section under
Compliances
– Budget program function codes will begin with
1xxxx to indicate this is a general education
expenditure
Action Step/Subtasks
•
•
•
•
Services to Students Parentally Placed in Private Schools –
Required for Proportionate Share
Subtasks specify the services provided to implement service
plans
May include expenditures for professional development for
teachers to work with private school students with disabilities
May include materials/supplies/equipment to implement
service plans
All items remain in control of the public schools and are
returned to public schools when no longer needed to provide
services to SWD
– Budget program/function code 5xxxx allows tracking of
required expenditures
Action Step/Subtasks
• Facilities
If funds are spent on facilities/construction, must
include detailed plan under the Compliances section
• Other
– Expenditures not included in other steps (e.g.,
indirect, travel, CSADA teams)
– Indirect amount is provided by OSEP (Budget code
7xxxx)
Five Year Online Strategic Plan
• Compliances – LEA - Special Education
– Guidance
– Allocations
– Private Schools
– Excess costs
– Maintenance of Effort (MOE)
– Early Intervening (CEIS)
– Equipment
– Construction
Compliances
Allocations – Must update
Private Schools – Calculation of proportionate amount for
students parentally placed in private schools – must check
NO box if district has no students or enter number; must
enter updated child count numbers
Excess Costs – Review and provide assurance
MOE – Maintenance of effort – currently compares two
most recently available prior years’ expenditures;
Complete local only calculation, if needed to show MOE.
MOE – Line 13 – Must enter FY12 state/local budget
Coordinated Early Intervening Services as applicable
Equipment ($5000 or more requires permission)
Construction (requires permission)
Allocations
• Press the SELECT button to select all the FY12
allocations.
• If Coordinated Early Intervening Services will
be budgeted, enter amount in the box
provided and UPDATE.
Private Schools
• Districts must annually 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
to address use of ARRA funds.
• 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
Updates to calculate the FY12 required
amount
• These amounts (school age and preschool)
must be included in the budget under
program/function code 5xxxx.
Other Documentation
• Update consultation with representatives of
private schools and representatives of parents
of students parentally placed in private
schools
• Maintain documentation of consultation (no
need to submit to OSP for FY12).
• Will be submitted if transfer of funds is
requested at end of carry-over year
Excess Cost
– 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.
• CSBO reviews information in Excess Cost
screen pulled from WVEIS for accuracy in
calculating the district’s excess cost
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 Alert
• Many districts are failing to maintain effort
• To be eligible for plan approval and to receive a grant
award for FY 12, the LEA must submit a FY12 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 FY11)
• Use of Medicaid funds for special education provides
flexibility year to year without affecting MOE
Special Ed Director and CSBO and
Superintendent Ensure 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 capita amount of Local & State
expenditures) for SWD
4)The per student capita amount of Local Only
expenditures for SWD
First must budget adequate amount; then must spend
Reduction in Maintenance of Effort (MOE)
Reporting for FY10
• If the LEA was approved for Reduction in MOE based on
increase in federal funds for FY10, expenditure of the “freedup” funds will be verified through the online Project
Financial Reports (00087).
• Amount of reduction will equal the amount expended for
expenditures allowable under ESEA, up to the maximum
allowable amount.
• The required amount to meet MOE for FY12 will be calculated
by subtracting 00087 funds and Medicaid expended for SWD
(00083) from the FY10 expenditures.
• Amount is reported to OSEP in a new Section 618 report
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 – Explanation of Reduction
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).
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
Coordinated Early Intervening Services Report
Add a Column to Report 2010-11
Also Reported in WVEIS
2007-2008
Number of students without
disabilities who received
coordinated EIS
Number of students without
disabilities reported above
who were Initially referred and
found eligible as students with
disabilities (within two years).
2008-2009
2009-2010
2010-2011
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
Budget Spreadsheet
• Excel spreadsheet updated for FY12 – e-mail
to Sandra McQuain to assist in review of
WVEIS budget, or send alternative if available
• WVEIS budget FTEs, program/function and
object codes must be specific and match
activities described in the subtasks
• Use WVDE Chart of Accounts for codes
Budget
• Submitted budget from WVEIS will populate the
Budgets – LEA Special Education tab in the plan
• Work with your Chief School Business Official
to get it right the first time
• Grant awards will not be forwarded until WVEIS
budget is accurate
• Chart of Accounts
• http://wvde.state.wv.us/finance/
• Revisions needed must be made after July 1 through the
budget revision process
• Grant awards will not be forwarded until the needed
changes are approved by OSP.
Sections/Program Codes Across IDEA,
ARRA and State Aid
Chart of Accounts – July 1, 2009
Program/function codes:
2xxxx- Special Education Services (Public)
1xxxx - Coordinated Early Intervening Services
5xxxx - Services for Students with Disabilities
Parentally Placed in Private Schools
• Project Codes - (43) will identify IDEA funds
•
•
•
•
– 00Y87 – MOE reduction funds
– 00Y83 – Medicaid funds
Printing and Submission
• When you are finished, go to
Printing/Submission – Special Education
• Click the pdf, review it.
• Submit
• Plan sends e-mail to Sandra McQuain
• When plan is evaluated, a checklist is posted
in the plan and an e-mail to you is generated.
Go to this screen to see the required revisions.
• Plan maintains copies of the pdfs.
Budget Revisions
– Expenditure of IDEA funds should align with the
special education online plan that is submitted to
the SEA and approved for use of funding and
subsequent approved budget revisions.
– A cumulative deviation from the purpose as
outlined in the online plan in excess of 10% of the
total award amount must be supported by an
approved budget revision request.
Budget Revisions
• Follow process outlined in OSP budget revision
memo
• Must submit both required WVDE forms
• Special education director signs WVDE 11-20-13
form
• CSBO attaches budget journal entry and submits
via e-mailed pdf
• Send to jehay@access.k12.wv.us
• OSP reviews and CSBO will receive an e-mail with
approval or required corrections.
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
Janice Hay
Office of Internal Operations
(304) 957-9833, ext. 53423
jehay@access.k12.wv.us