REVIEW CHECKLIST – SPECIAL EDUCATION COMPONENT
FY-12 COUNTY FIVE-YEAR ONLINE STRATEGIC PLAN
COUNTY
________ REVIEWER ________DATE REVIEWED _________Approved:_____
PLAN COMMITTEE
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
 Special Education Director is listed as a member of the Plan Committee.
DATA ANALYSIS
Data Analysis information should include a variety of sources, link to goals and actions and include
at a minimum:
Brief summary of data related to SPP and ADA indicator and onsite monitoring findings, if any,
including as applicable dropout, graduation, student achievement, least restrictive environment,
discipline, disproportionality, evaluation timelines, secondary transition and post school outcomes
and compliance with IDEA requirements.
GOAL/OBJECTIVES/ACTIONS
Goal provides a relevant purpose statement that addresses the provision of free appropriate
public education (FAPE) for students with disabilities and/or exceptionalities.
OBJECTIVE:
Objective(s) should address an area of improvement, however, this was not specified in instructions.
(required to have objectives; topic is optional)
PROFESSIONAL DEVELOPMENT PLAN
Professional development plan activities benefit students with disabilities and/or
exceptionalities, (e.g., PD provided to special education teachers or to teachers for the
purpose of serving SWD).
Each activity listed includes:
 The date (may be month and year if specific date is not known)
 Specific topic to be addressed and purpose or need to be addressed by the PD (e.g.,
related to Data Analysis)
 Role of target participants (e.g., special ed teachers)
 Indicates mode of training (trainer led, book study, online course, etc.)
 Indicates funding sources: e.g. IDEA School Age, IDEA Preschool, Coordinated Early
Intervening Services, state/local, as applicable.
 Indicates how funds will be spent (stipends, substitutes, speaker’s fee, travel, registration)
ACTIONS STEPS - SUBTASKS
PERSONNEL
Action Step is linked to a Goal and provides a relevant purpose statement that reflects the
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Data Analysis and addresses the provision of free appropriate public education (FAPE) for
students with disabilities and/or exceptionalities.
Subtasks for each type of personnel include:
Number of positions, if more than one
Type of position (e.g., special education teacher, aide)
Area of exceptionality (ies) to be served, if a teaching position
FTE for each position
SERVICES
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement that reflects the
Data Analysis and addresses the provision of FAPE for students with disabilities (or
exceptionalities if applicable) and the specifics described below if Subtasks with the same
criteria are not included:
 The type of each contracted service to be provided
 Tuition for out-of-state students is included if applicable and matches required amount
MATERIALS, SUPPLIES AND EQUIPMENT
Action Step is linked to a Goal and provides a relevant purpose statement that reflects Data
Analysis and addresses the provision of FAPE for students with disabilities and/or
exceptionalities and the specifics described below if Subtasks with the same criteria are not
included.
 A general description of the items. Large amounts must be broken down by object code and
specific description.
Itemization of Equipment worksheet is completed for each item costing $5,000 or more.
If buses or vans are purchased, request a detailed description, how it will benefit students
with disabilities, special features of the bus needed to transport students with disabilities, if
any.
STUDENTS PARENTALLY PLACED IN PRIVATE SCHOOLS
Action Step is linked to a Goal and provides a relevant purpose statement that reflects Data
Analysis and addresses the provision of equitable services through Services Plans for
students with disabilities parentally placed in private schools within the district using the
required proportionate of IDEA funding, and the specifics described below if Subtasks with
the same criteria are not included
 The type of services to be provided
Note: Consultation process documentation must be updated and maintained by the LEA
FACILITIES
Action Step is linked to a Goal and provides a relevant purpose statement that reflects Data
Analysis and addresses the provision of FAPE for students with disabilities and/or
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exceptionalities and the specifics described below if Subtasks with the same criteria are not
included.
A general description of the remodeling or construction to be completed.
Compliances Special Education – Construction section is completed in accordance with FY11
instructions and WVDE policies
OTHER AS SPECIFIED
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement that reflects Data
Analysis and addresses the provision of FAPE for students with disabilities and/or
exceptionalities and the specifics described below if Subtasks with the same criteria are not
included.
Provides a specific description to include how funds will be spent. (e.g., indirect cost, travel)
Indirect costs applied to federal funds only and within restricted rates.
COORDINATED EARLY INTERVENING (EI) SERVICES
Action Step is linked to a Goal and provides a relevant purpose statement that reflects Data
Analysis and addresses the provision of FAPE for students with disabilities and/or
exceptionalities and the specifics described below if Subtasks with the same criteria are not
included.
CEIS Plan is completed in the Compliance section.
COMPLIANCES, SPECIAL EDUCATION (REQUIRED AND
OPTIONAL)
ALLOCATIONS – MUST BE SELECTED AND UPDATED
Allocations and totals are correct (Amounts match the Table amounts exactly):
 IDEA School Age Entitlement
 Coordinated Early Intervening Services – amount is entered if LEA proposes to
reserve up to 15% of IDEA funds for CEIS
 Preschool - IDEA
 State Aid
EXCESS COST (REQUIRED)
Section completed as applicable and requirement met in Compliances Special Education
section. (I.E., county has reviewed with Treasurer or Business Manager and is spending
the calculated minimum amount required prior to using IDEA funding. Superintendent
assurance provided with grant award).
MAINTENANCE OF EFFORT (REQUIRED)
State/local MOE screen:
 Line 2 Entry for OPEB completed as applicable for FY10 and FY09.
 Line 4 - If Medicaid amount has not prepopulated, correct amount, if any, is entered and
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matches amount in Resource table.

Amount entered for Reduction in MOE, if any, is entered and matches amount in Resource
table OR matches an amount approved in the text box in FY 10 plan (found under
Printing/Submisssion)

Requirement met (amounts correct as entered; no red cells in Compliances Special
Education section (or acceptable explanation, including specific budget amounts,
provided). Additional documentation must be submitted to support reduction not
previously approved by OSP.
Local MOE screen:
No entry required. Green cells indicate compliance.
IF ANY TEST ON EITHER SCREEN ABOVE DISPLAYS IN GREEN, MOE HAS BEEN MET.
Eligibility screen:
 Amount budgeted for FY12 is entered on Line 1. This should be state/local funds only (no
Medicaid or other federal funding) budgeted for students with disabilities.
 Amount to be expended for OPEB is entered in Line 2
 Total budgeted for FY12 must meet or exceed the expenditure level of FY10, provided
FY10 expenditures met MOE.
 If LEA proposes to reduce MOE in FY12, an acceptable explanation is entered in the text
box and documentation to support reduction must be submitted.
MOE INFORMATION NEEDS TO BE REVIEWED WITH SPECIAL ED DIRECTOR OR
TREASURER TO ENSURE IT WAS COMPLETED CORRECTLY.
COORDINATED EARLY INTERVENING)SERVICES REPORT (REQUIRED, AS
APPLICABLE)
YES
NO
COMMENTS
Districts having spent CEIS funds from 2007-2008, 2008-2009 and 2009-2010 have completed the
Compliances Special Education section as requested for applicable years. Includes number
receiving CEIS each year and number found eligible in the two years following receipt of services.
(Column may be added to table, if applicable)
The need for the program, including the data analysis supporting the need.
A definition and entrance criteria for the students not yet identified as students with disabilities
needing academic and/or behavioral support to succeed in the general education environment who
will receive the CEIS and the method of identifying the students.
A brief description of the CEIS including a description of the targeted subjects or areas (e.g.,
reading, mathematics, behavior) the program and intervention(s),
professional development, curriculum materials and staffing. If CEIS professional development is
outlined in the Strategic Plan Professional Development section, reference this section.
Targeted Schools and Grade Levels and estimated number of students to be served.
The method(s) of monitoring student progress and how student progress will be recorded and
tracked, to determine whether the students subsequently are identified as students with disabilities
and exit criteria, if any.
A description of how CEIS funds will be spent.
The plan must be linked to Data Analysis, a Goal and Action Step.
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EXPENDITURES FOR STUDENTS WHO ARE PARENTALLY PLACED IN
PRIVATE SCHOOLS (REQUIRED)
YES
NO
COMMENTS
YES
NO
COMMENTS
YES
NO
COMMENTS
 Child count numbers equal (or exceed if some eligible students were not served) the
December 1, 2010 child count totals and are reasonable given private school count.
 If No students eligible, or no private schools, No is checked.
Note: If worksheet indicates funds to be spent, Action Steps/Subtasks and Budget sheet
must indicate the applicable amount of IDEA funds and how they will be spent.
ITEMIZATION OF EQUIPMENT (OPTIONAL)
Completed for items costing $5,000 or more using federal entitlement funds
Information on Itemization of Equipment Worksheet matches information on Action
Step/Tasks for Materials, Supplies and Equipment.
FACILITIES (If APPLICABLE)
 Detailed description of need
 Line drawing is attached
 Description of impact on LRE placements for affected students
 Description of accessibility and consistency with Uniform Accessibility Standards

 Description of probable environmental affects
BUDGET
Funding and corresponding use of funds match Action Steps/Subtasks. Sufficient information
is provided for reviewer to match the amount to the Action Step and Subtask.
For Professional Development Activities Use of Funds includes how funds will be spent (e.g.,
stipends, substitutes).
Program/function codes and object codes are provided for each item and are accurate.
Totals are correct for each budget section (e.g., Personnel, Services, etc.) as applicable. The
use of funds also is completed for each amount.
IDEA, School Age funds used only for students with disabilities ages 3-21
IDEA Preschool Funds used only for students with disabilities ages 3-5
State aid used for students with disabilities and/or gifted, exceptional gifted ages 3-21
If the District has students parentally placed in private schools, the amount and use of IDEA
funds (school age and preschool) are listed separately and match the required amount
calculated under Compliances Special Education section.
If the district uses funds for Coordinated Early Intervening Services, the amount and use are
listed separately and do not exceed 15% of IDEA school age allocation.
Indirect costs equal or are less than allowable calculated amounts per funding source.
Totals match the district’s Allocations
Required revisions to the WVEIS budget, if any, have been approved through the Budget
Revision Process and a final pdf incorporating the approved budget has been generated
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