REVIEW CHECKLIST – SPECIAL EDUCATION COMPONENT
FY-10COUNTY FIVE-YEAR ONLINE STRATEGIC PLAN

COUNTY REVIEWER DATE REVIEWED ______Approved:__

PLAN COMMITTEE / 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 and include at a minimum:
CSADADistrict Self-Assessment, including achievement analysis and on-site monitoring findings, if applicable
Recommended: Framework for Literacy needs assessment
GOAL/OBJECTIVES/ACTIONS / YES / NO / COMMENTS
Goal provides a relevant purpose statement that addresses the provision of free appropriate public education (FAPE) for students with disabilities and/or exceptionalities.
PROFESSIONAL DEVELOPMENT PLAN / YES / NO / COMMENTS
Professional development plan activities are attached to a Goal with a relevant purpose for students with disabilities and/or exceptionalities.
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

  • Indicates funding sources: e.g. Special Education IDEA, ARRA IDEA, Coordinated Early Intervening Services as applicable, if special education funds will be used
Note: How funds will be spent (stipends, substitutes, travel) must be noted in the Budget sheet, not in the PD plan table.
ACTIONS STEPS - SUBTASKS / YES / NO / COMMENTS
PERSONNEL
Action Stepis linked to a Goal and provides a relevant purpose statement thatreflects 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:
Whether position is maintained or new; for ARRA – indicate if position would have been terminated but was retained with ARRA IDEA funding
Number of positions, if more than one
Type of position (e.g., teacher, aide)
Area of exceptionality (ies) to be served if a teaching position
FTE for each position
SERVICES / 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

MATERIALS, SUPPLIES AND EQUIPMENT / YES / NO / COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement thatreflects 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.

Itemization of Equipment worksheet is completed for each item costing $5,000 or more.
STUDENTS PARENTALLY PLACED IN PRIVATE SCHOOLS / YES / NO / COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement thatreflects Data Analysis and addresses the provision of equitable services through ServicesPlans 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 submitted to OSP for FY 10 for schools within the district
FACILITIES / YES / NO / COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement thatreflects 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 FY10 instructions and WVDE policies
OTHER AS SPECIFIED / YES / NO / COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement thatreflects 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 / YES / NO / COMMENTS
Action Step is linked to a Goal and provides a relevant purpose statement thatreflects 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.
Districts identified with significant disproportionality must allocate the maximum 15% of school age entitlement for EI services. (Districts notified by OSP)
  • Name or type of the program
  • General outcomes desired
  • School- (name(s) of the school(s) where the EI services will be implemented.
  • Grade(s) to be served by the EI services (K-12) (not preschool)
  • Projected number of students to be served by the EI services
NOTE: EI Services must target students without disabilities
For EI services (using entitlement funds) eachAction Step or Subtask listed meets the requirements described above for:
  • Personnel
  • Services
  • Materials Supplies, Equipment
  • Professional Development
  • Other as Specified

COMPLIANCES, SPECIAL EDUCATION (REQUIRED AND OPTIONAL)
ALLOCATIONS – MUST BE SELECTED AND UPDATED / YES / NO / COMMENTS
Allocations and totals are correct (Amounts match the Table amounts exactly):
  • School Age Entitlement- and ARRA IDEA allocation
  • Early Intervening – Table 1 (optional) (maximum 15% of IDEA and ARRA IDEA
  • Preschool - IDEA and ARRA IDEA
  • State Aid

EXCESS COST (REQUIRED) / YES / NO / COMMENTS
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) / YES / NO / COMMENTS
Section completed as applicable
  • Amounts entered, if any for Reduction in MOE and CEIS are within allowable amounts
  • Calculation of MOE and CEIS interaction, if needed, is correct.
  • Requirement met (amounts correct as entered; no red cells in Compliances Special Education section (or acceptable explanation, including specific budget amounts, provided).
  • Amount budgeted for FY10 (Line 13) is entered and reflects MOE, or acceptable explanation, including specific budget amounts, is provided

EARLY INTERVENING (EI) SERVICES-FY-07 REPORT (REQUIRED, AS APPLICABLE) / YES / NO / COMMENTS
Districts having spent EIS funds from 2006-2007 or 2007-2008 0r 2008-2009 to present have completed the Compliances Special Education section as requested for applicable years. Includes number receiving EIS each year and number found eligible in the two years following receipt of services.
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.
EXPENDITURES FOR STUDENTS WHO ARE PARENTALLY PLACED IN PRIVATE SCHOOLS (REQUIRED) / YES / NO / COMMENTS
  • Child count numbers equal (or exceed if some eligible students were not served) the December 1, 2008 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) / YES / NO / COMMENTS
  • 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 / YES / NO / COMMENTS
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 spend (e.g., stipends, substitutes) in addition to linking to PD plan.
Program/function codes at a minimum 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. (Additional budget detail may be provided by adding rows and/or columns to the table at district option
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
ARRA IDEA School Age funds used only for students with disabilities ages 3-21
ARRA IDEA Preschool Funds used only for students with disabilities ages 3-5
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. Total across IDEA and ARRA IDEA equals required amount.
If the district uses funds for Early Intervening Services, the amount and use are listed separately and do not exceed 15% of IDEA and ARRA IDEA school age allocation.
Indirect costs equal or are less than allowable calculated amounts per funding source.
Totals match the district’s Allocations
Verify whether ARRA MOE reduction applies.
If no, confirm by e-mail from special ed director that MOE reduction is NOT being taken.
If Yes, ARRA MOE review MOE budget spreadsheet:
  • Narrative of previous expenditures
  • Narrative of FY10 expenditures
  • expenditures allowable under ESEA
  • Totals are correct.

OTHER REQUIREMENTS / YES / NO / COMMENTS
Private school consultation forms submitted if applicable.
ARRA reporting screens completed and accurate as applicable:
  • Technology/Data Systems

  • Highly Effective Teachers

  • School System Improvement

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West Virginia Department of Education

June 25, 2009