Transcript APPROPRIATE USE OF PART B FUNDS 611(h)(1)(A)

BUREAU OF INDIAN EDUCATION
APPROPRIATE USE OF PART B FUNDS =
POSITIVE OUTCOMES FOR STUDENTS WITH
DISABILITIES
“STUDENTS WITH DISABILITIES ARE GENERAL
EDUCATION STUDENTS FIRST”
SEPTEMBER 2011
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BIE’S FISCAL ACCOUNTABILITY RESPONSIBILITY

The Individuals with Disabilities Education Act
(IDEA) 2004 and the Indian Student Equalization
Program (ISEP):

15% of ISEP funds as base funds for special education
(25 CFR §39.12)

Timely obligate and liquidate Part B IDEA funds

Appropriate use of Part B IDEA funds

Accurately account for funds used for students receiving
Coordinated, Early Intervening Services (CEIS)
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DOCUMENTS REQUIRED FOR REVIEW

Part B application, posted by February 1, and
submitted by schools annually by April 1,:
 LEA
Assurances
 CEIS participation statement, if applicable
 CAU section, if applicable

Due October 14, 2011
 Fiscal
Accountability Self Assessment (FASA),
Spending Plan, CEIS plan, Acknowledgement of
Allowable Costs Document
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LEA ASSURANCES
Schools Part B application, reviewed and signed
by the school board, includes the assurances that
state:
 “The LEA will use such *fiscal control and fund
accounting procedures as will ensure proper
disbursement of, and accounting for, Federal
funds paid to the LEA under the IDEA 2004.”

*Described in FASA
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PART B FUNDS:

LEAs may use Part B funds for direct services and
provision of special education and related services
to children with disabilities and to enhance its
capacity to make FAPE available to all children with
disabilities, including services for children with
disabilities who subsequently enroll or are identified
during the school year, or for other permissible
activities, such as child find activities, professional
development, and coordinated early intervening
services in accordance with §300.226.
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COORDINATED EARLY INTERVENING SERVICES
(CEIS)

An LEA may not use more than 15% of the amount the
LEA receives in a given FY, if any, in combination with
other funds, to develop and implement CEIS for children
in K through grade 12 (with a particular emphasis on
students in kindergarten through grade three) who are
not currently identified as needing special education but
who need additional academic and behavioral support
to succeed in a general education environment. 34
C.F.R. § 300.226.
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CEIS REPORTING REQUIREMENTS

NASIS Process Guide – directions on how to input
those students receiving CEIS

Table 8 submitted to OSEP August 1

CEIS plan submitted to DPA with spending plan
October 14
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TWO FUNDING SOURCES:

15 % ISEP – base funding




Obligate first, (usually for salaries to provide direct
instruction)
Must be allocated before the need for Part B of IDEA
funds can be demonstrated
May use for school wide, (see slide 10)
Part B - supplemental funding

To be used IF the 15% ISEP does not cover the special
education budget for the current year; all Part B funds
are obligated within 27 month timeline 20 U.S.C. 1215
(b) & 34 CFR 76.709
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15% ISEP FUNDS: BASE FUNDS
CFR § 39.104: How must a school’s base funding
provide for students with disabilities?
 (a) Each school must provide for students with
disabilities by:

 (1)
Reserving 15 percent of academic base funding to
support special education programs; and
 (2) Providing resources through residential base
funding to meet the needs of students with
disabilities under the National Criteria for HomeLiving Situations.
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ISEP CONTINUED:

b) A school may spend all or part of the 15
percent academic base funding reserved under
paragraph (a)(1) of this section on school-wide
programs to benefit all students (including those
without disabilities) only if the school can
document that it has met all needs of students
with disabilities with such funds, and after having
done so, there are unspent funds remaining from
such funds.
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SPECIAL EDUCATION SPENDING PLAN
 Schools
are required to identify carry over
amounts in their special education spending plan
due October 14, 2011, based on:
1. carry over amount
2. 15% ISEP amount
3. current Part B amount
= total special education funds available
 Remember
to complete the FTE column for each
position paid for with special education funds
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EXAMPLES OF MISUSE - PERSONNEL



A special education teacher teaching a general
education class (the class has general education
students along with students with disabilities)
A special education paraprofessional working in a
general education classroom where there are no
students with disabilities (or just one or two)
Residential staff being paid, even part time, out of
special education funds EXCEPT if it is in the
student’s IEP under Supplemental Aids and
Services, (i.e., 30 minutes, twice a day)
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SUPPLIES AND MATERIALS
 $10,000
is questionable (usually buying
textbooks for the general education classroom
because there are students with IEPs in that
classroom)
 General classroom supplies that are intended for
every classroom should not be a special
education cost
 $1,500 is a recommended allocation for each
special education teacher
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TRANSPORTATION




Parent Liaison for special education purposes is
allowed
Vehicles leased specific to special education
Can be a shared cost if used for school wide
students and/or purposes
Thorough documentation required – usage log,
etc.
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MEDICAL



Eye glasses – cannot be purchased with Part B funds
(students can access family insurance, Medicaid)
Nurse’s salary – the time allotted to special education
cost code must be IEP driven, (related services section
of IEP). Day-to-day costs of nursing services provided to
ALL students are not allowed.
Any medical service, such as ambulance, doctor’s fee is
not allowed
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FISCAL COMPLIANCE = POSITIVE RESULTS

Appropriate use of Part B
funds




The school is utilizing
personnel effectively focusing
on the students’ LRE
Contract services are provided
based on actual need
Supplies, materials and
equipment are aligned with the
IEP
Shared costs with general
education are evident

Successful Program
Implementation





SWD are closing the
achievement gap
100% compliance on
monitoring results
No Parent Complaints filed
A133 Audits and/or Fiscal
Audits are current and
acceptable
% of SWD is near or meets the
national average (10%)
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FISCAL COMPLIANCE = POSITIVE RESULTS

High school hires a
transition specialist
 Administers transition
assessments to all 15
year olds an older
 Begins to build their
portfolios based on
the SOP form
 Involves students in
the entire process



All students turning 16
during the life of their IEP
complete a transition
assessment
They update their
assessment annually
Students become more
aware of their future
possibilities
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FISCAL COMPLIANCE = POSITIVE RESULTS



Teach students to
understand their
disability
Teach students to lead
their IEP meetings
Teach students to explain
their SOP at their senior
exit meeting



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Students learn Selfadvocacy skills
Understand their
strengths and weaknesses
Student is invested in
his/her IEP
Student completes high
school!!!
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FISCAL COMPLIANCE = POSITIVE RESULTS

Use of paraprofessionals
according to the
student’s IEP
 Example: only during
reading and/or math
time if student is SLD
– not during all classes
that student is in
general education

Least Restrictive
Environment – to the
maximum extent possible

General education is
accountable for SWD in
their classrooms
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WORDS OF CAUTION

Contracts for related service providers


The special education coordinator/teacher is responsible
for outlining the specific duties of the provider – what
does the contract require?
If you are new to the school, familiarize yourself with any
existing contracts for related service providers
 Terms of the contract
 Responsibilities of the contractor
 Documentation of services / service logs; required
before….
 Invoices are signed, and…
 Contractor is paid
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IMPORTANCE OF COLLABORATION

Planning a budget is a team effort
 Principal/Administrator is responsible for
program implementation
 Special Education coordinator/lead teacher is
responsible for ensuring program needs are
met
 Business Manager is accountable for fiscal
management
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BOTTOM LINE….
“STUDENTS WITH DISABILITIES
ARE
GENERAL EDUCATION STUDENTS
FIRST”
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BIE WEBSITE
 www.bie.edu
Programs
link,
Special Education,
Funds
Fiscal Accountability
Allowable IDEA Costs OMB-87
(To be posted soon!!)
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FOR FURTHER INFORMATION, CONTACT:
Laura N. Tsosie (505)563-5275,
[email protected], or
Sally Hollow Horn (505) 563-5276,
[email protected]
Connie Albert (505) 563-5180,
[email protected]
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