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IDEA 2004 Program Requirements and Funding Eligibility. Office of Special Programs April 13, 2011. What do you know?. IDEA Entitlement Funding. Section 611(school age) and 619 (preschool)

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idea 2004 program requirements and funding eligibility

IDEA 2004 Program Requirements and Funding Eligibility

Office of Special Programs

April 13, 2011

idea entitlement funding
IDEA Entitlement Funding

Section 611(school age) and 619 (preschool)

To provide students with disabilities aged 3-21, including students who have been suspended or expelled from school, a free appropriate public education, which includes special education and related services, to meet their unique educational needs and to meet other requirements under the act.

FAPE must include special education and related services designed to meet a student’s unique needs and prepare him or her for further education, employment, and independent living.

program objectives idea 2004 special education
Section 611, Part B Section 619, Preschool

Students 3-21 Students 3-5

School Age Preschool

CFDA: 84.027 CFDA: 84.127

  • children with disabilities have available to them a free appropriate education (FAPE)
  • protect rights
  • assist agencies, districts with the education of students with disabilities (SWDs)
  • assess and ensure effectiveness of efforts to educate children with disabilities
logistics flow through
LOGISTICS – Flow Through
  • October – Public School Enrollment Count and Low SES Count completed
  • Previous May – Private School Enrollment Count Requested
  • March/April – Allocations received from OSEP
  • March 31 - Out-of-state DHHR student count completed
  • March/April - State and federal allocations released
  • Instructions for completion of on-line plan and funding amounts for the upcoming year are distributed to LEAs
logistics flow through1
LOGISTICS – Flow Through
  • April-LEAs complete District Self-Assessment as part of needs assessment for strategic plans/LEA application
  • April/May – LEA Budget Completed include LEA state/local expenditures for MOE
  • May 1 – Online plan rolls over to next fiscal year
  • June1-- LEA online plans due to OSP for review.
  • June-July - Submitted applications are reviewed & upon approval grants are issued.
  • NOTE: SEA receives federal awards in July and October. LEA may obligate up to 25% of total award prior to October 1.
lea entitlement flow through
LEA Entitlement - “Flow Through”

Entitlement Amount = Base + Population + Poverty

  • Base Allocation (students with disabilities 1998/1996)
  • Population/Poverty Amount = Entitlement – Base
  • Population Amount = 85% [Entitlement – Base]
    • (allocated to LEAs based on most recent public and private school enrollment – all students )
  • Poverty Amount =15% [Entitlement – Base]

(allocated to LEAs based on most recent count of “low SES” students eligible for free/reduced lunch)


Total Entitlement = $61,649,797

Base $22,891, 709


85% [$61,649,797 - $22,891,709 ] = $32,944.375


15% [$61,649,797 - $22,891,709 ] = $5,813,713

use of funds
  • Allowable Cost
  • RTI and Coordinated Early Intervening Services
  • High cost fund
  • Excess Cost
  • Maintenance of Effort
  • Private Schools
idea part b and omb circular a 87 osep clarifications

IDEA Part B and OMB Circular A-87OSEP Clarifications

Allowable Costs

IDEA Part B and

OMB Circular A-87

IDEA Part B and

OMB Circular A-87

u s dept of ed requirements
U.S. Dept. of Ed Requirements
  • EDGAR – Education Department General Administrative Regulations
    • Gives authority to OMB circulars
  • General Education Provisions Act - GEPA
  • Office of Management and Budget (OMB)
    • OMB Circular A-133 – Single Audit
    • Compliance Supplement Part 4
    • OMB Circular A-87
allowable cost
Allowable Cost

§ 300.202 Use of amounts.

  • Must be expended in accordance with the applicable provisions of this part.
  • Must be used only to pay the excess costs of providing special education and related services to children with disabilities.
  • Must be used to supplement State, local, and other Federal funds and not to supplant those funds.
idea permissive use of funds
IDEA Permissive Use of Funds
  • §300.208
  • (1) Services and aids that also benefit
  • nondisabled children.
  • (2) Coordinated Early intervening services
  • High cost special education/ related services.
  • (b) Administrative case management.
    • Purchase appropriate technology for recordkeeping, data collection, and related case management activities
basic guidelines of cost principles
Basic Guidelines of Cost Principles
  • All costs must be:
    • Necessary
    • Reasonable
    • Allocable
helpful questions to ask to determine if a cost is allowable
Helpful Questions to Ask to Determine if a Cost is Allowable
  • Is the proposed cost consistent with federal cost principles?
  • Is the proposed cost allowable under the relevant program?
  • Is the proposed cost consistent with an approved program plan and budget?
  • Is the proposed cost consistent with program specific fiscal rules?
  • Is the proposed cost consistent with EDGAR?
omb circular a 87 allowable costs
OMB Circular A-87Allowable Costs
  • Establishes principles and standards for determining allowable costs
  • You have to read A-87 in conjunction with the IDEA to understand how it applies
  • To the degree there is any conflict, IDEA requirements take precedence
do i need to spend these funds to meet the purposes and needs of the program
Do I need to spend these funds to meet the purposes and needs of the program?
  • Costs must be necessary and reasonable for proper and efficient performance
  • Costs are necessary and reasonable if, in nature and amount, they do not exceed that which would be incurred by a prudent person under the circumstances prevailing at the time the decision was made to incur the cost
basic guidelines reasonable
Basic Guidelines: Reasonable
  • Practical aspects of “reasonable”
    • Is the expense targeted to a valid programmatic or administrative consideration?
    • Do I have the capacity to use what I am purchasing?
    • Did I pay a fair rate? Can I prove it?
    • Would I be comfortable defending this purchase?
basic guidelines allocable
Basic Guidelines: Allocable
  • Practical aspects of “allocable”
    • Can I prove the program benefited?
    • Can I prove other programs are not benefiting?
      • Ensuring only authorized use
      • Incidental benefit
basic guidelines allocable1
Basic Guidelines: Allocable
  • Can only charge in proportion to the value received by the program
  • Example: LEA purchases a computer to use 50% in federal program and 50% in a state program
    • Can only charge half of the cost to the federal program
omb circular a 87 allowable costs1
OMB Circular A-87Allowable Costs
  • Appendix B of A-87 lists 43 selected items of cost – examples
    • Alcoholic beverages are unallowable
    • Conference/meeting costs are allowable if primary purpose is dissemination of technical information (meals, transportation, rental of facilities, speakers’ fees, etc.) but see Appendix B, item 14 regarding Entertainment Costs
    • Costs of professional organizations and subscriptions are allowable
      • Memberships in civic, community or social organizations are allowable with the approval of the Federal awarding agency
      • Costs of membership in organizations whose primary purpose is lobbying are unallowable
selected items of cost examples
Selected Items of Cost(examples)
  • Advertising & Public Relations Costs
      • Generally not allowable, except as specified in

OMB Circular A-87, Attachment B

  • Entertainment
      • Amusement, field trip or social activities (tickets to shows or sporting events, meals, lodging, etc.) are generally not allowable
selected items of cost examples1
Selected Items of Cost(examples)
  • Salaries and Wages
      • Allowable if proper time distribution records
  • Travel Costs
      • Transportation, lodging, subsistence, and related items, when traveling on business are allowable with certain restrictions
  • Training
      • Training for employee development is allowable; for IDEA, professional development for special education personnel or for general education teachers regarding how to teach students with disabilities
ncrti osep clarification
NCRTI/OSEP Clarification
  • IDEA Part B specific examples of use of funds:
    • FAPE
    • Special education teachers and administrators
    • Related services providers
    • Materials and supplies for students with disabilities
    • Professional development for special education personnel or to assist general education personnel in teaching special education students
ncrti osep clarification1
NCRTI/OSEP Clarification
  • Specialized equipment or devices to assist children with disabilities
  • Two exceptions:
    • Title I/IDEA schoolwide programs
    • Coordinated early intervening services for students without disabilities needing academic or behavioral support to succeed in general education
coordinated early intervening services
Coordinated Early Intervening Services

Purpose from Congressional Committee Report:

…and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children

Building the Legacy 2004


With an approved plan, the LEA may (or in some cases is required to) use up to 15% of IDEA funds for:

  • Professional development
  • Providing educational and behavioral evaluations, services, and supports, including scientifically-based literacy instruction
  • Providing educational and behavioral evaluations, services, and supports including scientifically based literacy instruction

Building the Legacy 2004


A Conceptual Framework for RTI

High Need

Increasingly Intensive Instructional Interventions

Level of need for student to be successful in core instruction

Services for Students with IEPs

Core Instruction

Low Need

Students may receive services in all areas of the pyramid at any one point in time

rti and ceis
  • CEIS (and IDEA) funds may notbe used for Tier 1
  • CEIS (and IDEA) funds may not be used for universal screening
  • CEIS funds may be used for Tier 2 and Tier 3, but special education students should not be included
  • CEIS may be used for RTI training
ceis and supplement not supplant
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
progress monitoring
Progress Monitoring
  • Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction and instructional interventions.
  • Generally, Title I, Title III, and CEIS funds may be used to fund progress monitoring (but not universal screening) if the progress monitoring is used to determine the response to an intervention that is supportable with Title I, Title III, or CEIS funds.
rti and idea funding not ceis
RTI and IDEA Funding (not CEIS)
  • A special education teacher fully funded by IDEA (non-CEIS) funds who is providing special education to students with disabilities may include one or more “at-risk” students in this group.
    • E.g. – if a replacement reading program, such as Wilson, is being taught to special education students in a pull-out period, Tier 3 RTI students could participate for a limited period of time, provided this arrangement does not exceed the Policy 2419 per period caseload and does not displace any special education student from IEP services
rti and idea funding not ceis1
RTI and IDEA Funding (not CEIS)
  • The special education teacher or related services personnel fully-funded by IDEA cannot be scheduled to provide special education services part of the day and other duties (e.g., interventions for students without disabilities) during another part of the day.
  • IDEA funds may not be used for universal screening (conducted for all students) for RTI
high cost fund
High Cost Fund

For the purpose of assisting districts in addressing the needs of high need students with disabilities, each State has the option to reserve for each fiscal year 10% of the amount it reserves for State-level activities.

  • Each State must:
    • develop and make available a high cost plan
    • consult with districts
    • develop a funding mechanism and schedule for fund distribution

WV includes state high acuity funds in this plan

Division of Instructional & Student Services

high cost fund1
High Cost Fund
  • Stakeholder involvement
  • Definition: Individual application for an eligible SWD who:
    • is 3-21 years of age
    • has a current IEP
    • lives within the LEA requesting funds or receives special education and related services within the LEA
    • cost is equal to or greater than $45,000 per year
excess cost1
Excess Cost

The excess cost requirement prevents an LEA from using funds provided under Part B of the Act to pay for all of the costs directly attributable to the education of a child with a disability, subject to paragraph (b)(1)(ii) of this section.

  • 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 student.
excess cost elementary vs secondary
Excess Cost – Elementary vs. Secondary
  • Section 602(8) of the Act and §300.16 require the LEA to compute the minimum average amount separately for children with disabilities in its elementary schools and for children with disabilities in secondary schools. The formula for these calculations are provided in 34 CFR, Appendix A to Part 300.
  • The form and calculations to meet this requirement are in Section VIII of the LEAs on-line strategic plan.
excess cost elementary vs secondary1
Excess Cost – Elementary vs. Secondary

Data on the form is primarily self-filling and calculating and is pulled from the LEA’s general ledger information stored in WVEIS.

To calculate the amounts required for elementary vs. secondary, as required by law, total expenditures for the provision of special education services are pro-rated and entered in the form from a table that was developed in conjunction with the Office of Technology and the Office of School Finance.

excess cost elementary vs secondary2
Excess Cost – Elementary vs. Secondary

This table was established based upon the following premises:

  • Sums the salary expense of teachers by location within the general ledger.
    • Pre-kindergarten through grade six was defined as elementary
    • Grades seven through 12 were defined as secondary.
  • Using the above definitions to segregate total salary expense, a prorated percentage to total expenses was assigned to each elementary and secondary.
  • The total expense pulled from WVEIS in each of the fund categories was then multiplied by the resulting factor which provides the amounts to be used in each of the calculations for elementary or secondary results.
  • The child counts used in the calculations were divided based on the assumption of ages 3-12 as elementary and 13-21 as secondary.
idea s moe requirements
IDEA’s MOE Requirements
  • SEA – IDEA prohibits a state from reducing state financial support for special education below the amount of that support for the preceding fiscal year. (34 CFR §300.163)
  • LEAs – IDEA requires that LEAs must budget the same amount of local funding for special education as it expended in the previous fiscal year. (34 CFR §300.203)
moe two comparisons
MOE – Two Comparisons
  • Eligibility
    • Determining whether an LEA is “eligible” to receive the IDEA Part B Funds
    • Budget to Actual Expenditure Comparison
    • Estimate based on most recent year reviewed in June 1 submission
    • Reviewed and revised after year is closed
  • Compliance
    • Determine if the LEA met the requirements of IDEA’s maintenance of effort
    • Actual to Actual Expenditure Comparison
so important to understand
  • 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.


part b lea moe requirement supplement not supplant
Part B LEA MOE Requirement: Supplement/Not Supplant


Funds under Part B must be used to supplement State, local and other Federal funds and not to supplant them

See 34 CFR §300.202(a)(3)

If an LEA maintains its fiscal effort, it will only be using Part B funds to supplement local, or State and local, funds, and not to supplant them

IDEA does not require a “particular cost” test – This is contrary to Title I and confusing to many WV LEAs

four tests to meet moe
Four Tests to Meet MOE
  • An LEA needs to only meet ONE of the following comparison tests:
    • Local & State expenditures in total for SWD
    • Local Only expenditures for SWD
    • The per student capita amount of Local & State expenditures for SWD
    • The per student capita amount of Local Only expenditures for SWD
medicaid and moe
Medicaid and MOE

§ 300.154 .(g)(2) Methods of ensuring services

If a public agency spends reimbursements from Federal funds (e.g., Medicaid) for services under this part, those funds will not be considered ‘‘State or local’’ funds for purposes of the maintenance of effort provisions

Medicaid revenues and expenditures must be specifically coded in WVEIS accounting

other post employment benefits opeb
Other Post Employment Benefits – OPEB
  • Beginning with FY10, LEAs are required to account for future post employment benefits for employees
  • Expenditures are recorded; should be attributed to 2xxxx as applicable
  • When OPEB expenditures are recorded, they are pulled when WVDE calculates MOE
  • Procedures for recording expenditures must be consistent year to year to avoid complications with MOE calculation
private schools1
Private Schools
  • The LEA is responsible for child find and services to children with disabilities enrolled by their parents in private schools within the school district
  • Amount to be expended by the LEA for the provision of those services shall be equal to a proportionate amount of Federal funds made available under this part.
  • In calculating the proportionate amount, the LEA shall consult with the private schools and conduct a thorough and complete child find process.

And what about “parentally placed” preschoolers?

Children aged 3-5 are considered to be parentally-placed private school children with disabilities enrolled by their parents in private, including religious, elementary schools, if they are enrolled in a private school that meets the definition of elementary school in 34 CFR §300.13

34 CFR §300.133(a)(2)(ii)


What must the consultation process involve?

  • Child find process
  • Determining the proportionate share of IDEA funds available
  • Determining the consultation process to be used
  • How, where, and by whom services will be provided
  • Disagreement process for LEA
child find requirements
Child Find Requirements
  • If private schools are located within the district, conduct child find for children in private schools.
  • Records must be maintained on:

1) the number of children evaluated;

2) the number found eligible as part of child find, and

3) the number of children served.


Number of eligible children with disabilities




In public schools

In private schools

+ 20


$476.57 a student

Federal Part B Flow-Through $$

LEA receives

x 20 students


$9,531.25 for proportionate share

expenditures proportionate share
Expenditures/Proportionate Share
  • State and local funds may supplement but not supplant federal funds for this population

34 CFR §300.133(d)

  • Cost of child find may not be considered in proportionate share obligation

34 CFR §300.131(d)

  • Amount is calculated within the Five-Year Online Strategic Plan when district enters child count numbers
  • Budget and services are included in plan; funds coded in WVEIS under program/function code 51510
use of carry over funds
Use of Carry-Over Funds
  • If the LEA has not spent all the funds within the initial year of the grant award, it must obligate those funds for special education and related services for students parentally placed in private school during the one-year carry-over period
  • If all requirements are met, and funds remain at the end of the carry-over period, the LEA may request approval to transfer the funds to other allowable expenditures under IDEA
budget revision request for private school expiring funds includes
Budget Revision Request for Private School Expiring Funds Includes:
  • A list of private schools within the district;
  • A brief description of the child find process,
  • The district’s count on December 1, 2008 and December 1, 2009 of: 1) private school students evaluated, 2) students found eligible and 3) students receiving services through a Services Plan;
  • Copies of the completed and signed Documentation of Consultation forms for the 2009-2010 and 2010-2011
  • Documentation of attempts to consult with private schools that have not signed the affirmation, if any;
  • A brief explanation of reasons why the funds could not be expended; and
  • Budget revision request forms and journal entry

OSP Fiscal Resources Web Page

Sandra McQuain, Ed. D.

Office of Special Programs

(304) 558-2696

Janice Hay

Office of Internal Operations

(304) 957-9833, ext. 53423

significant disproportionality and ceis

Significant Disproportionalityand CEIS

Special Education Directors’ Meeting

September 2010 and April 2011

Dr. Lanai Jennings

Coordinator, Office of Special Programs

what is significant disproportionality
What is Significant Disproportionality

States must annually collect and examine data to determine if Significant Disproportionality is occurring based on race or ethnicity.

  • Authority: Section 618(d) of the IDEA and the implementing regulations in 34 CFR §300.646
what is significant disproportionality1
What is Significant Disproportionality

Data analyses by race/ethnicity must include the following:

  • identification of children as children with disabilities;
  • identification of children as children with a particular disability;
  • placement of children with disabilities in particular educational settings; and
  • the incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
what is significant disproportionality2
What is Significant Disproportionality

Statistical results stand alone

  • A review to determine whether the significant disproportionality is the result of inappropriate identification is not applicable

SEA must require any LEA identified as having significant disproportionality in any of the four above-mentioned analysis categories to reserve the maximum amount of funds for comprehensive Coordinated Early Intervening Services (CEIS).

  • 15% of IDEA funds
defining significant disproportionality
Defining “Significant Disproportionality”

States have the authority to define for LEAs

State determines criteria

for what level of disproportionality is significant

how does wv define significant disproportionality

Revised procedures

defined in

Director’s Memo

issued on 12/11/2009

How does WV defineSignificant Disproportionality

Cell size = 20

Relative Risk Ratios (RRR) must be greater than or equal to 3.0

Placement and identification are examined

Discipline: type, duration, and incidence

Consecutive year provision

additional osp business rules
Additional OSP Business Rules
  • No rounding occurs for the resultant RRR.
    • a RRR of 2.9999 does not trigger consequences for the district
  • When fewer than 20 students in a single minority group are identified as having a disability, placement in an LRE, or assigned OSS, ISS, or total removals, the RRR is not required to be calculated
    • However, OSP may choose to do so to report to districts for tracking purposes.
has significant disproportionality been identified in your district
Has Significant Disproportionality been identified in your district?


Significant Disproportionality


CEIS Resources


For Determinations of Significant Disproportionality

States must:

Require LEAs to

use 15% of Part B funds

for Coordinated

Early Intervening Services


…particularly, but not exclusively, for children in those groups significantly over identified.

for d eterminations of significant disproportionality
For Determinations ofSignificant Disproportionality

LEA must:

Publicly report

on the revision of



and procedures

what are coordinated early intervening services ceis

What are Coordinated Early Intervening Services (CEIS)?

  • Services provided through IDEA funding for at-risk students who do not receive special education services
  • K-12 only
  • Direct academic or behavioral interventions
  • Professional development
mandatory or voluntary ceis
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
how does a district set aside ceis funds
How does a district set aside CEIS funds?

CEIS funds must be specified in a district’s special education plan and proposed budget.

Go to: Compliances/ LEA Special Education / LEA Early Intervening

coordinated early intervening services narrative

Need for program

  • Entrance criteria
  • Description of services and targeted grades, subjects, etc.
  • Method of monitoring progress
  • Exit criteria
  • How funds will be spent

Coordinated Early Intervening Services Narrative

related areas on plan
Related Areas on Plan

1) LEA Allocation Screen

CEIS set aside should be updated

2) CEIS portion of budget should reflect services to students without disabilities and be aligned with CEIS narrative

  • 5 digit program function code shouldbeginwith1

3) When applicable, professional development plan and goals / objectives / actions should also align.

reporting requirements
Reporting Requirements

CEIS is a new 618 report

Two required reporting mechanisms:

  • LEA Application
    • CEIS program description
    • Total number of students who received CEIS during the school year
    • Total number of students who received CEIS in prior school years and who later qualified for special education and/or related services
  • WVEISweb Intervention Screens
    • Identifies students by WVEIS number
    • Specify only students who received CEIS during the prior school year
special education plan report
Special Education Plan Report

Required at the time of LEA application submission

wveisweb tracking
WVEISweb tracking

Required by June 15 each school year after CEIS are provided

Click Yes here

(Default setting is No)

why is significant disproportionality important
Why is Significant Disproportionality Important?

Minority students

  • More likely to be assigned to segregated classrooms or placements
  • More likely to be assigned long term suspensions
  • Have limited access to inclusive and general educational environments
  • Experience higher dropout rates and low academic performance
  • Often exposed to substandard and less rigorous curricula
  • May be missclassified or inappropriately labeled
why is significant disproportionality important1
Why is SignificantDisproportionality Important?
  • May receive services that do not meet their needs; and
  • Are less likely than their white counterparts to return to general education classrooms.

Minority students


Why is SignificantDisproportionality Important?

  • Are more likely to become dropouts or receive a certificate of attendance and/or experience
    • High unemployment rates
    • Lack of preparation for the workforce
    • Difficulty in gaining access to postsecondary education

Minority students

other factors that may contribute to significant disproportionality
Other factors that may contribute to Significant Disproportionality:
  • Language
  • Intrinsic deficits

Child poverty & associated

risk factors

  • Assumptions about intelligence
  • Wait-to-fail model
  • Research to practice gap
federal program requirements

Federal Program Requirements

Office of Special Programs

April 13, 2011

  • Federal Grants Management
    • Federal Programs Compliance
    • OMB Circulars and EDGAR
    • Audits
    • Time and Effort
    • Obligation and Liquidation
    • Inventory Management
federal programs compliance
  • Common federal grants management rules apply to all federal education funds
    • GEPA (General Education Provisions Act)
    • EDGAR (Education Department General Administrative Regulations)
    • OMB Circulars (Primarily A-133 and A-87)
  • Specific program (e.g. IDEA) rules apply
  • District and state financial procedures apply
    • Policy 8200-Purchasing
    • Capital Assets Manual (inventory)
    • Chart of Accounts (budget codes)
  • Federal and state monitoring may review compliance with all of the above
  • Special attention paid to procedures used when ARRA funds are involved
education department general administrative regulations edgar
Education Department General Administrative Regulations (EDGAR)

Contains specific rules governing systems:

  • Financial Management
    • § 80.20
    • § 74.21
  • Procurement
    • § 80.36
    • § 74.40-74.48
  • Inventory
    • § 80.32
    • § 74.34

Gives authority to OMB circulars

omb circular a 133
OMB Circular A-133
  • What is it?
  • Who uses it?
  • Why is it important?

Auditors use it to determine which programs they audit

single audit act and a 133
Single Audit Act and A-133
  • Requires annual audit
    • Type A programs ($500,000)
    • At-risk Type B programs ($100,000)
  • Completed audit reports to Federal Audit Clearinghouse which distributes to Federal agencies
  • Agencies have 6 months from issue date of report to resolve audit findings
what do auditors look at
What do auditors look at?
  • Depends on the program
  • This is covered in the A-133 compliance supplement
    • Matrix of Compliance Requirements
omb a 133 compliance requirements
OMB A-133 Compliance Requirements

IDEA-Related Requirements

Activities Allowed or Unallowed

Allowable Costs/Cost Principles

Cash Management

Davis-Bacon Act (Not Applicable)

Eligibility (Not Applicable)

Equipment and Real Property Management

Matching, Level of Effort, Earmarking

Period of Availability of Federal Funds

Procurement and Suspension and Debarment

Program Income (Not Applicable)

Real Property Acquisition/Relocation Assistance (Not Applicable)


Subrecipient Monitoring

Special Tests and Provisions


federal grants management and compliance considerations
Federal Grants Management and Compliance Considerations
  • Time and Effort
  • Timely Obligation and Liquidation/Cash Management
  • Inventory Management
  • Budget Transfers
time and effort a common audit finding
TIME AND EFFORT(A Common Audit Finding)

Largest expenditure category in special education budgets : Personnel

  • Audit Standard: Must be able to document amount of time under each grant
    • Policies/procedures to determine percentages of time devoted to individual Federal programs and awards
    • Time and effort certification or personnel activity report (PAR)
time and effort
Time and Effort
  • If federal funds are used for salaries “time distribution records” must be kept
  • Must demonstrate that employees paid with federal funds actually worked on the specific federal program
  • Type of documentation depends on the number of “cost objectives” the employee worked on
  • These cost objectives must be connected to the employee’s salary source
time and effort1
Time and Effort
  • What is a cost objective?
    • A specific grant award, or other category of costs, that requires the grantee to track specific cost information
  • If an employee works on a single cost objective:
    • Semi-Annual Certification
    • Signed by employee and supervisor every six months
    • Example: “I hereby certify that for the period January 1, 2011 through June 30, 2011 one-hundred percent (100%) of my time and effort was spent on IDEA, Part B Administration.”
time and effort2
Time and Effort
  • If an employee works on multiple cost objectives then a Personnel Activity Report (PAR) must be maintained:
    • After-the-fact-record
    • Completed at least monthly
    • Must include total activity for which the employee is compensated
    • Signed and dated by employee (supervisor may also sign)
time and effort3
Time and Effort
  • Quarterly comparisons of actual costs to budgeted distributions
    • If a variance of 10% or greater exists
      • Adjust expenditures to reflect costs of the actual time reported.
      • In order to minimize future differences, adjust estimated distributions for future payrolls to activity performed in the previous quarter. This should help minimize the difference in actual wages paid to time recorded.
    • If difference is less than 10%, may make adjustment annually.
obligation and liquidation definitions
  • Obligation – EDGAR §76.707
  • Liquidation-The issuance of payment for an obligation.
obligation and liquidation
Obligation and Liquidation
  • Cash Management Improvement Act
    • LEAs must draw down cash from grant awards to pay expenses only as they are incurred. Interest earned on federal cash draws held in excess of three days require the remission to the SEA of interest earned on that excess.
    • Exhaust FY 11 funding before using FY 12 funding.
    • Check balances of FY 10 funding – Ending obligation date is September 30, 2011 and ending liquidation date is December 31, 2011.
obligation and liquidation timelines
Obligation and Liquidation-Timelines

Availability of IDEA Funds

FY 10 (IDEA regular and ARRA)

  • Obligation period
    • July 1, 2009 – September 30, 2011
  • Ending liquidation date
    • December 31, 2011

FY 11

  • Obligation period
    • July 1, 2010 – September 30, 2011
  • Ending liquidation date
    • December 31, 2012

FY 12

  • Obligation period
    • July 1, 2011 – September 30, 2013
  • Ending liquidation date
    • December 31, 2013
obligation and liquidation use of budget revision process
Obligation and Liquidation-Use of Budget Revision Process
  • When are budget revisions required?
  • What is the process?
    • WVDE forms 11-20-12 and 11-20-13
    • GNL 520 (please print entry with object text description)
  • Who do you contact?
  • OSP Budget Revisions Memo – February 2010
    • (Copy of memo recently emailed to the Special Education Director’s ListServ on 2/18/2011).
project financial reports good tool to assist in monitoring budget expenditures
Project Financial ReportsGood tool to assist in monitoring budget/expenditures
  • Select county
  • Select project
    • 02 – state special education
    • 43 – IDEA funds
  • Select fiscal year
  • May select specific months

inventory management edgar 80 32 c e
  • Equipment
    • Federal definition of Equipment (OMB Circular A-122)
      • Tangible personal property
      • Useful life of more than one year
      • Acquisition cost of $5,000 or more
    • For purposes of maintaining IDEA Inventory
      • As above, except
        • Useful life of more than one year, regardless of acquisition cost
          • Example: PDAs, Computers, Cell phones, Copiers, Projectors, Digital Cameras, Etc.
          • See also WVDE Capital Assets Manual
inventory management equipment
Inventory Management - Equipment
  • Must have adequate controls in place to account for:
    • Location of equipment
    • Custody of equipment
    • Security of equipment
    • LEA should have procedures in place and documentation to track and account for the location and assignment of equipment at all times
    • A tracking system must be implemented for requesting and signing out equipment to be used off-site
inventory management equipment1
Inventory Management-Equipment
  • Must protect against unauthorized use
    • May use for other projects as long as use is incidental and does not interfere with authorized use
  • When property is no longer needed, must follow disposition rules
    • Transfer to another federal program
    • Over $5,000 – Keep or sell, but must pay a share based on the percentage of federal ED participation at initial acquisition
    • Under $5,000 – May keep, sell, or dispose of it with no obligation to ED
  • When property is lost, damaged or stolen
    • Follow procedures in the WVDE Procedures Manual Capital Asset System (Send copy of documentation to SEA)
monitoring and compliance
Monitoring and Compliance
  • Section 618 Determinations
  • Fiscal management a monitoring focus of OSEP for states and districts
  • Timely and accurate submission of data and LEA application
  • Timely liquidation
  • Time and effort documentation
  • Audit findings
report on the arra grant funds
Report On The ARRA Grant Funds
  • Report FTE jobs funded with ARRA IDEA funds
  • Report project status (activities)
  • Report quarterly on the expenditure of ARRA IDEA funds
  • Enter in Five Year Online Strategic Plan –ARRA Reporting by end of each quarter
  • Report vendors receiving payments $25,000 and over, including name, product description
where to find federal education grants management requirements
Where to Find Federal Education Grants Management Requirements
  • Office of Management & Budget (OMB) Circulars : A -87; A- 133
  • Circular A-133 Compliance Supplement (2009):
where to find federal education grants management requirements1
Where to Find Federal Education Grants Management Requirements
  • Program Rules:
    • Statutes
    • Regulations
    • Guidance
  • General Education Provisions Act (GEPA):

  • Education Department General Administrative Regulations (EDGAR):
wvde financial requirement manuals forms
WVDE Financial Requirement Manuals/Forms

Janice Hay

(304) 558-2686


Office of Internal Operations

Sandra McQuain

(304) 558-2696

Assistant Director

Office of Special Programs

medicaid and education

Medicaid and Education

Additional Source of Funding

April 13, 2011

state plan
State Plan

Each state determines its State Plan within the general guidelines of the federal CMS.

medicaid and education timeline
Medicaid and Education Timeline




Medicaid State Plan Amended


U.S. Congress

WV Code 18-2-5b

…for children with IEPs


IEPs, Care Coor, Sp. Trans. Personal Aides

Only Therapies

wv code 18 2 5b
WV Code 18-2-5b

(a) The state board shall become a Medicaid provider and seek out Medicaid eligible students for the purpose of providing Medicaid and related services to students eligible under the Medicaid program and to maximize federal reimbursement for all services available under the Omnibus Budget Reconciliation Act of one thousand nine hundred eighty-nine, as it relates to Medicaid expansion…


A noneducational public agency described in paragraph (b)(1)(i) of this section may not disqualify an eligible service for Medicaid reimbursement because that service is provided in a school context…

Reinforced that Medicaid would reimburse covered services provided by the school.


A public agency may use the Medicaid or other public benefits or insurance programs in which a child participates to provide or pay for services required under this part, as permitted under the public benefits or insurance program…


If a public agency spends reimbursements from Federal funds (e.g., Medicaid) for services under this part, those funds will not be considered "State or local" funds for purposes of the maintenance of effort provisions in Sec. Sec. 300.163 and 300.203.


Reduction of Other Benefits.--Nothing in this part shall be construed to permit the State to reduce medical or other assistance available or to alter eligibility under title V of the Social Security Act… or title XIX of the Social Security Act (relating to Medicaid for infants or toddlers with disabilities) within the State.




Each School District – 1st #

Therapy Provider # 0 00XXXXXXXX

Audiology #

OT #

PT #


RN #

Psychology #

Each School District – 2nd #

Cost-Based Provider #


Initial/Triennial IEP

Annual IEP

Personal Care (full)

Personal Care (part)

Sp. Trans. Vehicle

Sp. Trans. Aide

Care Coordination


Billing Form or WVEIS Entry





Bureau of








Remittance Advice


Payment – Direct Deposit

Supporting Documentation:


Progress Notes

Attendance Records

Care Coordination form

  • Student Related Documentation

Included in IEP services – the IEP form

Therapy notes/log: Notes/outcome re: student

progress and prognosis

The Care Coordination form

Personal Care form

Specialized Transportation form – number of special education students riding specialized transportation

  • Billing Documentation - WVEIS

Maintain documentation in the student’s individual cumulative file in a centralized location.

freedom of choice
Freedom of Choice

Freedom to choose services from providers

outside the school system



isnottoseekreimbursement for services

that are provided by an outside agency.

(Consent form)

frequently asked questions
Frequently Asked Questions

Personal care : Services must be provided

on a full-time basis. The

aide must not be

responsible for any other


Not specific to the aide

Full-time / Full Day = $150.94/day ($3,018.80/month – 20 days)

Full-time/ Partial Day = $75.47/day ($1509.40/month – 20 days)

frequently asked questions1
Frequently Asked Questions

Care Coordination : Coordinate delivery of services

related to IEP.

Check all activities completed

during that month, but may

bill even if only one activity

was checked.

1 billing per month/per student = $77.09/mo.


Discussion: In order for a public agency to use the Medicaid or other public benefits or insurance program in which a child participates to provide or pay for services required under the Act, the public agency must provide the benefits or insurance program with information from the child's education records (e.g., services provided, length of the services).


Information from a child's education records is protected under the Family Educational Rights and Privacy Act of 1974, (FERPA)… Under FERPA and section 617(c) of the Act, a child's education records cannot be released to a State Medicaid agency without parental consent, except for a few specified exceptions that do not include the release of education records for insurance billing purposes.

assistive technology funding


Kathy Knighton

Office of Special Programs

West Virginia Department of Education

what is assistive technology
What is Assistive Technology?
  • “Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to maintain, or improve functional capabilities of individuals with disabilities” Individuals with Disabilities Education Act (IDEA).
  • Tremendous potential to promote equity for students with disabilities……
    • independent
    • self-confident
    • productive
    • integrated into school and society.
legal aspects
Legal Aspects……
  • School districts are mandated to make assistive technology available to all students with disabilities if appropriate to receive a free, appropriate public education (FAPE).
    • IEP Team Decision
    • Home Use
    • Funded by district
    • Provide devices/services
  • Consideration of special factors.
    • Assistive technology must be considered for ALL students in the special education process.
challenges of delivering assistive technology
Challenges of Delivering Assistive Technology
  • Lack of Information
    • Current/accurate information
  • Lack of Expertise
    • Skills/Knowledge
  • High Rate of Abandonment
    • 1/3 abandoned after first year
  • Lack of Funding
    • Significant barrier
  • Inclusion and Lack of Assistive Technology
implications for schools
Implications for Schools
    • School district’s long range technology and special education plans, procedures, services, and budget include assistive technology.
    • All staff are able to appropriately “consider” students for assistive technology services and/or devices.
    • Staff are trained to integrate technology in teaching to help students with disabilities gain skills and achieve higher standards.
    • Assistive technology is used to support the inclusion of students with disabilities in regular education placements and access to the general curriculum.
funding questions
  • Yes. District must provide the equipment, services or programs recommended in the IEP.
  • Use federal, state, or local funds
  • Access other sources such as Medicaid, Vocational Rehabilitation, and/or private health insurance policies to pay for the devices and services.

No. “Free” in FAPE is extremely significant regarding children with disabilities who may require assistive technology devices or services.

    • As stated in IDEA and its regulations, all aspects of special education and related services must be provided "at no cost to the parents."
  • If family agrees to allow the district to access private insurance
    • Decision must be strictly voluntary.
  • Shared responsibility between school, families, employers, and community
  • Parents must agree to Joint funding
  • If family does purchase the AT device, schools cannot mandate that the device be brought to school.
    • Families can insist that another device be provided for school use.
  • Yes. Purchase of equipment or devices is not always necessary or even advisable
  • Temporary condition or expected to improve or deteriorate
  • Need to try-out equipment before purchase for a student
  • Consider rental or long-term lease - purchase options
  • Long-term leasing or lease/ purchase agreements benefits
    • no obligation on behalf of the school to purchase device;
    • reduction of obsolete inventory
    • use of equipment without a lump sum purchase; flexible leasing terms;
    • upgrading equipment as more improved technology becomes available; and, upgrading equipment as thestudent's needs change.
  • YES. Transitioning from WV Birth to Three programs to public school preschool programs
  • Transitioning from public school to adult services through Rehabilitation Services
  • Ownership of the device is an important issue to consider by IEP Teams
  • YES. Parent has right to an IEE at public expense if the parent disagrees with an evaluation obtained by the public agency.
  • Requirements in WV Policy 2419: Regulations for the Education of Exceptional Students.
  • YES.If family owned AT is used by the school, on the IEP, and is necessary for providing Free Appropriate Public Education (FAPE)
  • District responsible for maintenance, repair, and re-placement
assistive technology supplemental funding grant
    • Resource when unanticipated costly assistive technology device and/or service for a specific student with a disability and other funding sources are not available.
    • Reimbursement for assistive technology devices and/or services is contingent upon an approved application with corresponding required documentation and funding availability.
    • Responsibility of district to purchase AT immediately after identified.
    • Districts required to ensure that AT is provided regardless of any funding opportunities from the Office of Special Programs.
    • Newly identified students with costly assistive technology needs as determined by an IEP team.
    • Not students who have previously been identified and should have been receiving assistive technology devices and/or services.
grant requirements
    • Provide student specific information
    • Identify student’s specific assistive technology need(s)
    • Include a copy of the student’s IEP that documents the need for the assistive technology services and/or devices
    • Include an invoice(s) for the assistive technology device(s) or service(s)
    • Include specific Assurance Statements signed by the county superintendent and the special. education director
  • Please Note:
    • Requests from districts who have expired state and/or federal grant awards with unencumbered amounts and/or who have been required to return unencumbered special education funds are not eligible to apply for these supplemental funds.
  •  Applications should be mailed to:

Kathy Knighton, Office of Special Programs

1900 Kanawha Boulevard East

Building 6, Room 304

Charleston, West Virginia 2530.

camp gizmo 2011
  • Assistive Technology Summer Camp
    • Parents, professionals and students learn how assistive technology can help young children (0-8) with significant and multiple developmental needs
  • WV Schools for the Deaf and Blind Campus
    • Romney, WV – July 9-14
    • Lodging/meals provided
    • Registration (website)
  • Professional Development Opportunities
wv funding resources
  • Kathy Knighton
  • Annette Carey
  • Ruth Ann King
  • Valerie Wilson
  • WV Birth to Three Program (WVDHHR)
  • Contact: Pam Roush, (304) 558-6311, 1-800-642-9704
  • WV Early Childhood Resource Lending Library (ECRLL)
  • 1-800-642-9704
  • West Virginia Assistive Technology System (WVATS)(888) 829-9426
  • West Virginia Division of Rehabilitation Services(304) 776-4702
five year online strategic plan special education component

Five-Year Online Strategic PlanSpecial Education Component

Annual Application

for IDEA, Part B and Preschool

and State Aid for Exceptional Children


state performance plan annual performance report
State Performance PlanAnnual 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
Results Indicators Targets Set by State
  • 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
Compliance Indicators Targets Set by OSEP
  • Disproportionality by race/ethnicity – all disabilities
  • Disproportionality by disability
  • Initial evaluations within timelines
  • C to B transition at age 3
  • IEPs with transition requirements
  • General supervision – noncompliances
leverage point place in the system where force can be applied

LeverageRatio of change in input to change in output

Leverage PointPlace in the system where force can be applied

“The bottom line of systems thinking is leverage – seeing where actions and changes in structures can lead to significant, enduring improvements…” Peter Senge


14 – Percent of youth who had IEPs, are no longer in secondary school, and who have been competitively employed, enrolled in post secondary school, or both, within one year of leaving high school

14 - Post-School Outcomes

An appropriate goal for the system

13 - IEP with adequate goals and transition services


Access to the gen. Ed. curriculum

14 - Post-School Outcomes

1 - Graduation Rates

13 - IEP with adequate transition services

3C - Proficiency on assessments

8 – Parent Involvement

5 - LRE

Instructional Models


  • 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
When to use…
  • Funds may not be obligated prior to July 1 or the date a substantially approvable application is submitted, whichever islast.
  • 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
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
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 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
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
  • Professional Development Plan activities are no longer goal-specific
  • 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
Action Steps
  • 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
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 subtasks1
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 subtasks2
Action Step/Subtasks
  • Materials/supplies/equipment
    • Be specific; describe what will be purchased and for whom
    • Break down large amounts into specific types,


      • Supplemental materials – Wilson Reading
      • Technology hardware- computers for SWD
      • General supplies – for special ed classrooms
action step subtasks3
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 subtasks4
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 subtasks5
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 subtasks6
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 plan1
Five Year Online Strategic Plan
  • Compliances – LEA - Special Education
    • Guidance
    • Allocations
    • Private Schools
    • Excess costs
    • Maintenance of Effort (MOE)
    • Early Intervening (CEIS)
    • Equipment
    • Construction
  • 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)
  • 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 schools2
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 schools3
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
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 cost2
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
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
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
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.


four tests to meet moe1
Four Tests to Meet MOE
  • An LEA needs to only meet ONE of the following comparison tests:
    • Local & State expenditures in total for SWD
    • Local Only expenditures for SWD
    • The per student capita amount of Local & State expenditures) for SWD
    • 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
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 “freed-up” 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
MOE – Allowable Reasons to Reduce MOE
  • 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)
  • A decrease in the enrollment of children with disabilities (for the years in question)
  • 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
MOE – Explanation of Reduction
  • 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
Coordinated Early Intervening Services (CEIS)
  • Services for students in K-12who 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
CEIS May Include:
  • professional development in research-based academic and behavioral interventions including literacy instruction and adaptive/instructional software
  • evaluation, services and supports including literacy instruction – the WVDE defines literacy as reading, math and writing
  • 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 plan section
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
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
  • 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
  • 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
Sections/Program Codes Across IDEA, ARRA and State AidChart 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
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
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 revisions1
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
  • OSP reviews and CSBO will receive an e-mail with approval or required corrections.

OSP Fiscal Resources Web Page

Sandra McQuain, Ed. D.

Office of Special Programs

(304) 558-2696

Janice Hay

Office of Internal Operations

(304) 957-9833, ext. 53423