REVIEW CHECKLIST – SPECIAL EDUCATION COMPONENT
FY-14 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 and needs 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. Include at least one focus
area/priority strategic issue selected for improvement relative to focus schools identified for
SWD gap through the ESEA Flexibility Request accountability system.
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 at least the minimum focus area of improvement.
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)
ACTION STEPS - SUBTASKS
West Virginia Department of Education
April 2013
1
PERSONNEL
Action Step is linked to a Goal and provides a relevant purpose statement that reflects the
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
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.
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.
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
West Virginia Department of Education
April 2013
2
FACILITIES
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.
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
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.
COMPLIANCES, SPECIAL EDUCATION
ALLOCATIONS – MUST BE SELECTED AND UPDATED
Allocations and totals are correct (Amounts match the Table amounts exactly):
 IDEA Part B (School Age )
 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 FY1, FY10 populates
 Line 4 - If FY12 Medicaid amount has not prepopulated, correct amount, if any, is
entered. Coding was required for FY12 (00Y83) so check Project Financial Reports prior
West Virginia Department of Education
April 2013
3
to entry.

Amount entered for Reduction in MOE, if applicable, is entered and matches amount in
an amount approved in the text box in FY 12 plan (found under Printing/Submission) OR
provides reasons otherwise approved by OSP

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:
Green cells indicate compliance. If adjustments were made to state/local, manual
adjustment may be needed.
IF ANY TEST ON EITHER SCREEN ABOVE DISPLAYS IN GREEN, MOE HAS BEEN MET.
Maintenance of Effort Assurance for FY14 (2013-2014)
Eligibility screen:
 Amount budgeted for FY14 is entered on Line 1. This should be state/local funds only (no
Medicaid or other federal funding) budgeted for students with disabilities.
 Additional amount to be recorded for OPEB liability, if any , is entered in Line 2
 Total budgeted for FY14 must meet or exceed the expenditure level of FY11, provided
FY12 expenditures met MOE.
 If LEA proposes to reduce MOE in FY14, 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 PLAN and REPORT
(REQUIRED, AS APPLICABLE)
Districts having spent CEIS funds from, 2010-2011 and 2011-2012 and 2012-2013 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)
YES
NO
COMMENTS
NA – No districts reserved
CEIS Funds in prior years
DISTRICT PLANNING TO USE CEIS FUNDS IN FY 13 MUST COMPLETE THE CEIS PLAN
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.
West Virginia Department of Education
April 2013
4
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.
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, as applicable
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.
West Virginia Department of Education
April 2013
5
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. (see
table provided by OSP)
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
West Virginia Department of Education
April 2013
6