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WELCO COME BA BACK!

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RFQQ 2020-01: Statewide Project Leadership - CSTP

RFP 2020-18: Statewide PD/TA

Target Audience: District Leaders WASA AESD Target Audience: School Leaders

AWSP AESD SWIFT CCTS

Target Audience: Local School Board WASA Target Audience: Educators WEA AESD SWIFT CCTS Target Audience: Education Support Personnel WEA CCTS Target Audience: Families & Students Target Audience: Preservice Leaders AWSP

Target Audience: District Leaders

Target Audience: Preservice Educators

Interagency Agreement – UW “Inclusion Facilitation”

TIES/SCD Interagency Agreement Model Demonstration Sites

iGrants: Invited Cohort Schools (Based on LRE Data)

Cohort A: Core Cohort B: Alternative Schools Cohort D: LRE3<45 %TIES Cohort C: Small n size

RFQQ: 2020-18: Online Instruction for SWD Research

iGrants: “Open” Applications

ESDs Schools Districts

Advance Activities (2017-18 and 2018-19)

ESSA (Plan, Selection of Schools, and Roll-out of Improvement Supports) and Alignment with IDEA OSPI Vision, Mission, and Equity Statements Purpose of IDEA OSPI Six Priorities for Improved Outcomes for Students with Disabilities Modeling of Cross-Division Efforts at OSPI and ESDs Special Education Data Dives (Review and Use of Data to Identify and Plan for Improvements) Conferences and Presentations (e.g., MTSS, Special Education, WSSDA, WASA, AWSP) Preschool Inclusion Projects with ESDs and Districts (e.g., SSIP , Pyramid Model, LEAP , DCYF) High Leverage Practices Graduation Pathways (1599) SEAC Input and Advocate Involvement OSPI Menus of Best Practices (Math, ELA, and Behavior) Reduction of Restraint and Isolation Unlocking the Use of Federal and State Funds (Braiding TA) Safety Net and WISM Revisions TIPS and TAPS from OSPI Special Education (e.g., Progress Reporting, Staffing for Special Education Services, and Use of Paraeducators) SILT (focus on SWD 2018-19)

Inclusionary Practices: Statewide Support for District Change The Washington Association of School Administrators’ (WASA) project will provide professional learning and support to assist districts as they move to more fully inclusive learning environments for students with disabilities. Year 1

• 30 district teams from across the state.

Year 2

• The 30 Year 1 teams continue their work
• 60 additional districts will be recruited to begin the process.

Project Goals

• Increase district supports/resources for teachers of targeted students
• Deepen district understanding of what is needed to implement the

LRE/UDL work

• Change the allocation of students in LRE levels 1,2, and 3 from Spring

2019 to Spring 2021

• Increase the percentage of targeted students placed and successfully

participating in core classes from 2018–19 to 2020–21

• Increase students’ perceptions of feeling safe/welcomed in their school

from Spring 2020 to Spring 2021.

• Dr. Katie Novak, Novak Educational Consulting
• Dr. Novak will provide:
• Face-to-face professional learning
• Webinars
• Mentoring/coaching
• Book studies
• Online courses

WSSDA The Washington State School Directors’ Association (WSSDA) will lend its support to WASA’s project.

District Team Composition Limited to eight team members and must include:

• Superintendent or designee
• Special Education Director or their designated Special Education central
• ffice administrator
• Teaching & Learning/Curriculum & Instruction district office administrator
• School Board Director

Districts are encouraged to include:

• Building-level leader
• Teacher Leader
• Paraprofessional who serves both special and general education

District Team Facilitator

• From the mandated team representation

Or

• Someone added to serve in that capacity

Facilitator Role

• Bridge work between district team and the classroom
• Maintain the momentum in-district between work sessions

Application Process and Timeline Districts interested in participating in Year 1, will complete an online application.

• December 2: Application window opens
• December 12: Application window closes
• December 13: Application review and selections
• December 18: Districts notified

Preparation Refer to the “WASA to Deliver Inclusionary Practices Professional Learning” email delivered November 21 for application preparation. Request a copy of the email by contact Helene Paroff or Jamie Chylinski at the WASA office, 800.859.9272.

Save the Date January 16, SeaTac First full-day convening The full schedule of project events (face-to-face and virtual) will be available on the WASA website on December 2.

District Stipends $3,500 annual stipend to support their efforts and participation. Year 1 Teams

• $3,500 toward their 2019–20 participation
• $3,500 toward their 2020–21 participation

Year 2 Teams

• $3,500 towards their 2020–21 participation

Other

• Clock hours will be provided at the end of each year.
• Book Study
• Open to all team members and others the team chooses to include.
• Book studies will be hosted via Zoom.
• District teams will be provided one book per team member.
• No registration fees.

Opens December 2! Watch your email or visit the WASA website at www.wasa-oly.org/Inclusion.

Site is under construction

Questions

Contact Helene Paroff at 360.489.3640 or hparoff@wasa-oly.org

QUESTI TIONS

• What was clarified for you as you listen to this presentation?
• What questions come to mind as you listen to the presentation?

OSPI SPECIAL EDUCATION:

Operations Unit Data/Fiscal/Safety Net

Office of Superintendent of Public Instruction

Chris Reykdal, State Superintendent

Vision:

All students prepared for post-secondary pathways, careers, and civic engagement.

Mission:

Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities.

Values:

Each student, family, and community possesses strengths and cultural knowledge that benefit their peers, educators, and schools. Ensuring educational equity:

• Goes beyond equality; it requires education leaders to examine the ways current

policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations.

• Requires education leaders to develop an understanding of historical contexts;

engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

Equity Statement

OSPI SPECIAL EDUCATION SERVICES

The OSPI Special Education Services division is responsible for ensuring the provision of special education and related services on behalf of more than 140,000 eligible students in Washington. We

• Provide technical assistance and professional development to support and

facilitate improvement efforts by disseminating evidence-based and promising practices for the development of academic, health, and post-school outcomes.

• Engage stakeholders involved in, or affected by, special education services and
• utcomes for students with disabilities.
• Administer general supervision of the provision of special education services

through an integrated monitoring system, dispute resolution options, and coordinated data management efforts.

• Allocate federal special education funding and manage the supplemental Safety

Net program.

12/03/2019 | 23

http://clipart-library.com/data_images/141710.jpg

Today’s Discussion:



Welcome & Introductions



Special Education Finance



Part B IDEA 611 and 619



The Basics



Braiding, Layering, Blending



Supplement Not Supplant



Things to Know



State Special Education Funds



Multiplier



Allowable Costs



Safety Net



Fiscal Monitoring

12/03/2019 | 24

FUNDING TYPES OF IDEA PART B FUNDS

• 611 – eligible students 3-21
• 619 – eligible students 3-5

BASE amount is allocated based on 75% of FY 1999’s federal grant 85% of remaining funds are allocated based on the previous year’s October Enrollment of Public and Private Schools on the basis of relative POPULATION of children aged 3-21 15% is allocated based on POVERTY in the previous year’s October Free and Reduced School Lunch rates

12/03/2019 | 25

THE BASICS IDENTIFY THE COST OF SPECIAL EDUCATION

• Approximately 143,000 eligible students receive special

education and related services

• Use to account for excess cost for students with IEPs

during the regular and/or extended school years

• Supplement state, local, and other federal funds
• Expenditures made in the previous year, using local

funds, cannot be reduced using IDEA funds

• No fund balance or deficit

12/03/2019 | 26

THINGS TO KNOW ALLOWABLE COSTS

• Expenditures must benefit eligible students who are receiving special education

services: Special Education teachers and administrators Related services providers (speech therapists, psychologists, etc.) Materials and supplies for use with children with disabilities Professional development for special education personnel Professional development of regular education teachers who teach children with disabilities Specialized equipment or devices to assist children with disabilities

• Proposed expenditures must be described using iGrants

DISCLAIMER: The following slides outline eligible costs in broad categories. They are not a definitive list of eligible costs. Eligible costs are specified by state and federal laws and program documentation.

12/03/2019 | 27

THINGS TO KNOW ALLOWABLE COSTS

• Equipment/Furniture/Capital Expenditures

If cost is $5,000 or more, must obtain prior approval from OSPI (2 CFR §200.33 Equipment; 34 CFR §74.2 Definitions) For more information contact: Tina Pablo-Long at Tina.Pablo-Long@k12.wa.us or 360-764-0537 Cyndie Hargrave at Cynthia.Hargrave@k12.wa.us or 360-725-6075

12/03/2019 | 28 | SPECIAL EDUCATION

THINGS TO KNOW PARTICIPANT SUPPORT COSTS

• Non-employee direct costs (2 CFR § 200.75) such as:

Stipends Subsistence allowances Travel allowances Registration fees paid to or on behalf of participants or trainees in connection with conferences or training projects

Requires OSPI approval prior to incurring costs

(https://www.k12.wa.us/policy-funding/special-education-funding-and-finance/how-special-education-funded-washington-state).

12/03/2019 | 29 | SPECIAL EDUCATION

THINGS TO KNOW MAINTENANCE OF EFFORT (MOE) AND EXCESS COSTS

CIFR and WestEd NCSI (2019, July29). Key Differences Between IDEAL Local Educational Agency Maintenance of Effort and Excess Cost Requirements. Retrieved from https://cifr.wested.org/resources/lea-moe/

Compares year-to-year state and local expenditures for all grade levels. Compares the average per pupil expenditure (APPE) of special education students to the APPE of K-12 students.

12/03/2019 | 30 | SPECIAL EDUCATION

THINGS TO KNOW MAINTENANCE OF EFFORT (MOE) AND EXCESS COSTS

CIFR and WestEd NCSI (2019, July29). Key Differences Between IDEAL Local Educational Agency Maintenance of Effort and Excess Cost Requirements. Retrieved from https://cifr.wested.org/resources/lea-moe/

Federal funds may not be used to meet the LEA MOE requirement. Include federal funds and all state and local funds expended for education-related purposes less Capital Outlay, Debt Services, State Programs 21, 52, 53, 55, 65, and Federal Programs 24, 51, 64, and 76.

12/03/2019 | 31 | SPECIAL EDUCATION

THINGS TO KNOW MAINTENANCE OF EFFORT (MOE) AND EXCESS COSTS

CIFR and WestEd NCSI (2019, July29). Key Differences Between IDEAL Local Educational Agency Maintenance of Effort and Excess Cost Requirements. Retrieved from https://cifr.wested.org/resources/lea-moe/

An LEA must budget and expend at least the same amount

• f either local, or state and local, funds for the education of

children with disabilities from year to year and supplement (34 CFR § 300.202, 34 CFR §§ 300.203-300.205, Appendices D-E). An LEA must ensure that IDEA Part B funds are used only for expenses above and beyond what is spent on average

• n an elementary or secondary student (34 CFR § 300.16,

300.20(a)(2) and (b), Appendix A).

12/03/2019 | 32 | SPECIAL EDUCATION

THINGS TO KNOW

Indirect costs are not directly attributable to a product and may be generated by all expenditure

• bjects.

12/03/2019 | 33 | SPECIAL EDUCATION

Things to Know What is Supplement Not Supplant

• Supplement means to build upon or add to.
• Supplant means to replace or take the place of.
• Federal funds must be used to supplement and in no case supplant

state, local, or other federal funds.

12/03/2019 | 34 | SPECIAL EDUCATION

Purpose of Supplement Not Supplant

• The purpose is to ensure federal grant funds are expended for special

education and related services provided to students with disabilities, and in no case to supplant those state, local, and other federal funds. (34 CFR §300.162(c))

• If a district meets the excess costs requirement, it also meets the

requirement that the district used IDEA funds to supplement state, local, and other federal funds, and not supplant them (34 CFR

§300.202).

12/03/2019 | 35 | SPECIAL EDUCATION

Layering or Blending, Braiding Funds What is Layering or Blending?

• Layering is a relatively new term and the principle of

“supplement not supplant” is a key feature.

• First layer – Foundational Layer – Apportionment General

Education

• Second layer – Apportionment Special Education
• Third layer – Part B IDEA
• If remove one funding layer, will have other layers.

12/03/2019 | 36 | SPECIAL EDUCATION

Layering or Blending, Braiding Funds What is Braiding?

• Braiding is when two or more funding sources are

coordinated to support the total costs of services.

• When Braiding, funding sources retain their

integrity.

• Revenues are allocated and expenditures are

tracked by categorical funding source (2 CFR §200.302).

• Cost allocation methods assure that there is no

duplicate funding of service costs and each funding source is charged appropriately.

12/03/2019 | 37 | SPECIAL EDUCATION

Layering or Blending, Braiding Funds What is Layering or Blending?

• Blending occurs when two or more separate funding sources

are wrapped together.

• Costs are not allocated or tracked by individual funding

sources.

• Although Blending may be less burdensome, it is not

recommended because costs are not allocated or tracked by funding source.

• Many funding sources have specific eligibility and regulatory

requirements.

12/03/2019 | 38 | SPECIAL EDUCATION

Layering or Blending, Braiding Funds Braiding Tips

• Before spending any funds, develop a

coordinated plan that distributes the braided funds appropriately.

• Know the requirements for reporting each

funding source.

• Implement a tracking system to account for

how the dollars are being spent. (Time & Effort)

12/03/2019 | 39 | SPECIAL EDUCATION

FUNDING STATE SPECIAL EDUCATION 1220

• Generated by monthly reporting and based on the average head count

Eligible students are counted on the fourth school day of September and on the first day of school each month

• Have a current evaluation
• A current IEP in effect
• Student received special education and related services on or before the count day, but

within the prior month

12/03/2019 | 40 | SPECIAL EDUCATION

FUNDING STATE SPECIAL EDUCATION

• Pre-K Funding Formula

Example:

• Your district has 10 birth through pre-kindergarten students (not

enrolled in kindergarten special education)

• Your district’s BEA is $5,022.90
• Your district receives $57,763

10 students * $5,022.90 BEA * 1.15 = $57,763

12/03/2019 | 41 | SPECIAL EDUCATION

FUNDING STATE SPECIAL EDUCATION

• K-21 Funding Formula

Example:

• Your district has 1,000 basic education students
• Your district has 135 students with IEPs
• Your district’s BEA is $5,022.90
• Your district’s Fed Funds Integration Rate Per Student is

$17.75 (1,000 * 13.5%) * (($5,022.90 * .995) – 17.75) = $672,305.40

12/03/2019 | 42 | SPECIAL EDUCATION

THINGS TO KNOW MULTIPLIER

• Senate Bill 5091

2019-20 school year, 0.995 2020-21 school year

• 1.0075 – in general education setting for 80% or more of the school

day

• 0.995 – in general education setting less than 80% of the school day

Refer to your Report 1220 for calculations

12/03/2019 | 43 | SPECIAL EDUCATION

THINGS TO KNOW ALLOWABLE COSTS

• Funding is provided on an excess cost basis:

Salaries and benefits Related service providers Professional development for general education teachers who teach students with disabilities Specialized assistive equipment or devices

DISCLAIMER: The following slides outline eligible costs in broad

• categories. They are not a definitive list of eligible costs. Eligible costs

are specified by state and federal laws and program documentation.

12/03/2019 | 44 | SPECIAL EDUCATION

FUNDING SAFETY NET

• Available to school districts with a demonstrated capacity for

Special Education funding in excess of state and federal funding

Combination of state and federal funding appropriated by the Legislature for districts with demonstrated capacity Based on analysis of actual expenditure data from current school year Two categories:

• Community Impact
• High Need Individual

12/03/2019 | 45 | SPECIAL EDUCATION

FUNDING SAFETY NET

• What is new?
• Revised Worksheets A and C
• Medicaid Billing (WAC 392-140-60120)
• Multiplier used to calculate threshold was reduced from 2.7 to 2.3
• 2019-20 Threshold = $29,707

For more information please contact: Amber O’Donnell – Safety Net Lead – amber.odonnell@k12.wa.us Jess Inocencio – Safety Net Program Assistant – jess.Inocencio@k12.wa.us Sarah Kahne – Safety Net Administrative Program Specialist I – sarah.kahne@k12.wa.us

12/03/2019 | 46 | SPECIAL EDUCATION

FISCAL MONITORING TECHNICAL ASSISTANCE

• Desk Reviews/On-Site Monitorings will be Risk Based (2 CFR Part 200;

34 CFR Parts 74, and 80; IDEA Title 34 CFR Part 300)

• Opportunity to provide technical assistance in fiscal areas
• Fiscal Risk-Based Assessment

 Staff Turnover  Last SAO Audit/OSPI Fiscal Monitoring Visit  Previous Monitoring Actions  MOE/Excess Costs  Safety Net  Significant Disproportionality/CCEIS  IDEA Funds and/or Carryover  Financial Management System  Written Policies

12/03/2019 | 47 | SPECIAL EDUCATION

This work by Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.