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Completing the Special Education Consolidated Grant Application
Welcome to ESC Region 11!
2/2015
Contact Information
Ricardo MontalvoCoordinator of Instructional Support
Brenda CuppsSpecial Ed-Leadership Charter School
Consultant817-740-7577
[email protected]/2015
Acronyms and Abbreviations• General Information Schedules
GS2100 and GS2300GS• Program Description Schedules
PS3400 and PS3502PS• Program Budget Schedules BS6006
and BS6016BS• Provisions, Assurances, and
Certifications Schedule CS7000CS2/2015
• PS3400Equitable Access/Participation
This line in the form may be inactive. If it is allowed and if no barriers to equitable access and participation were identified or there are none for a specific group: 1. Select the box The applicant assures that no barriers exist to
equitable access and participation. 2. Check All or the specific groups for whom no barriers were
identified. If select All, leave the rest of the schedule blank.
2/2015
• PS3400Equitable Access/Participation
Suggestions:1. Review existing improvement plans for activities/barriers the LEA has already
identified to improve.2. Identify at least one barrier for each group, i.e., Students, Teachers, Others.3. During the grant period, document activities undertaken to address the
identified barriers.4. Maintain documentation of efforts/completion with the SPED Consolidated
application for audit purposes.
Example on eGrants Application:
• Barrier: Cultural, Linguistic, or Economic Diversity• B01: Provide program information/materials in home language.
Maintain copies of letters sent home in native language of parents.
2/2015
• PS3400Equitable Access/Participation
For any barrier appropriate to the LEA:
1. To select a strategy, check the box or boxes to the right that indicate the intended focuses of the strategy —Students, Teachers, and Others.
2. If a proposed strategy is not listed, type a description of it in Other for the appropriate barrier.
3. If a type of barrier (Z99) is not listed, enter a description and proposed strategy in the section provided at the end of the form. Select the focuses of the strategy.
2/2015
• PS3502 Part 1: Schedule ExceptionsPrivate Nonprofit Schools
This schedule must be completed unless:
1.Applicant is an open-enrollment charter school.
2.No private schools, including home schools, are located within the LEA boundaries
If one of these exceptions applies, check the appropriate box and SAVE the form.
2/2015
• PS3502 Part 1: Schedule ExceptionsPrivate Nonprofit Schools
Private school defined:• Is a nonprofit entity• Provides elementary or secondary education incorporating
an adopted curriculum designed to meet basic educational goals, including scope and sequence of courses
• Conducts formal reviews and documents student progress.
2/2015
• PS3502 Part 1: Schedule ExceptionsPrivate Nonprofit Schools
Home school:• Provides elementary or secondary education incorporating
an adopted curriculum designed to meet basic educational goals, including scope and sequence of courses
• Conducts formal reviews and documents student progress• Is not required to be a nonprofit entity to be identified as a
private school under this section.
Refer to Private School Consultation Process Checklist.
2/2015
• PS3502 Part 2: Children EvaluatedPrivate Nonprofit Schools
Enter the total number of parentally placed private school students ages 3–21 who were evaluated for Special Education services between the dates listed on the form.
This number includes evaluations and re-evaluations.
NOTE: These dates reflect the federal FY and may not coincide with the FY or school year of the district.
2/2015
• PS3502 Part 3: ConsultationPrivate Nonprofit Schools
The LEA must give private school officials (and parents of parentally-placed private school children) a genuine opportunity to express their views regarding:
1. Child Find Process
2. Determination of Proportionate Share
3. Consultation Process
4. Provision of Services
PS3502 is completed by School Districts with private schools in their jurisdiction (including home schools).
Not applicable to charter schools.
Consultation should occur during the development of
the SPED Consolidated application
2/2015
• PS3502 Part 4 & 5: Proportionate SharePrivate Nonprofit Schools
The PS3502 automatically calculates the proportionate share amount.
Once maximum entitlements are released and the LEA submits an amendment to budget for the increase in funds, the PS3502 will recalculate the proportionate share based on maximum entitlement.
When submitting an amendment for maximum entitlement, LEA must re-save the PS3502.
Make note of the increased proportionate share amount to be spent on eligible students.
2/2015
• PS3502 Part 4b & 5b: Proportionate Share CalculationPrivate Nonprofit Schools
For Parts 4b and 5b, enter the number of applicable students with disabilities in PUBLIC Schools on the last Friday in October of the previous year (most recent PEIMS submission).
If more children are identified after the last Friday in October, they will be counted in the subsequent year, if still enrolled.
2/2015
• PS3502 Part 4c & 5c: Proportionate Share CalculationPrivate Nonprofit Schools
For Parts 4c and 5c, enter the total number of parentally-placed children with disabilities on the last Friday in October of the previous year (most recent PEIMS submission).
This count includes children being served with a Service Plan and coded in PEIMS with the Attribution Code of 12 AND a child find count of children offered a Service Plan but decline by parents.
If more children are identified after the last Friday in October, they will be counted in the subsequent year, if still enrolled.
2/2015
• PS3502 Part 4 & 5: Proportionate Share CountsProgram Description
Total # of Eligible Children in public schools
Line b Data Source:PEIMS Snapshot
Total # of Eligible Children in private schools as of Snapshot date
Line c Data Sources:PEIMS 101 Student Data Record, Attribution Code of 12 for students served with Service Plan and local Child Find Records for private and home school students who declined a Service Plan
2/2015
• PS3502 Part 4f & 5f: Proportionate SharePrivate Nonprofit Schools
Amount in Parts 4f and 5f must be spent on the parentally-placed private school children with disabilities.
If the total amount is not spent, it must be carried over to the next year for proportionate share obligations. If, near end of the carry-over year, it is apparent that all proportionate share will not be expended, funds may be expended for other allowable costs under IDEA.
LEA must document that every effort was made to use the funds for the needs of students with disabilities parentally-placed in private schools.
2/2015
• PS3502 Part 6: Children ServedPrivate Nonprofit Schools
Enter the number of parentally-placed private school children with disabilities who received special education and/or related services on the last Friday in October of the previous year (most recent PEIMS submission).
This number cannot exceed the number indicated in Part 4c.
2/2015
PS3502 – Private Nonprofit Schools
Part 7 Services:If your LEA does not provide services to all parentally-placed private school students with disabilities, how do you determine which students you will serve?
• Example: If serving 0 private school children, indicate the basis that would be used if serving students.
• The basis for determining who will receive services must be outlined in SPED Operating Guidelines.
2/2015
PS3502 – Private Nonprofit Schools
Responses that require negotiation:• We have only one private school in our
district and they refused services.• After the ARD process is completed, we will
determined what services will be provided.
2/2015
PS3502 – Private Nonprofit Schools• Acceptable Responses:• All parentally-placed private school students
with disabilities (that accept services) will receive services.
• Eligible parentally-placed private school students who need speech therapy (and who accept services) will be served.
• We will serve private school students based on severity of disability until the funds are depleted.
2/2015
• PS3502 Part 8: Documentation of Consultation ProcessPrivate Nonprofit Schools
Describe, if any, differences between what is provided to the public school children with disabilities and the parentally-placed private school children with disabilities.
2/2015
• PS3502 Part 8: Documentation of Consultation ProcessPrivate Nonprofit Schools
Click the first option if written affirmation has been received from ALL participating private schools.
If the representatives of private schools do not provide written affirmation within a reasonable period of time, click the second option.
Attach documentation of attempts to obtain written affirmation, including when and how the consultation occurred. Report only those private schools that did not provide written affirmation.
If the representatives of private schools did not accept offer / invitation of consultation, click third option.
2/2015
• PS3502 Part 8: AttachmentPrivate Nonprofit Schools
2/2015
• PS3502 Part 9: AssurancesPrivate Nonprofit Schools
Check all the boxes.
This indicates the LEA’s acceptance and compliance with the IDEA-B Federal regulations concerning parentally-placed private school children with disabilities.
When finished, click the “Save” option.
Then click the “Table of Contents” option to return to the table of contents.
2/2015
Acronyms and Abbreviations
• General Info Schedules GS2100 and GS2300GS
• Program Schedules PS3400 and PS3502PS
• Program Budget Schedules BS6006 and BS6016BS
• Provisions, Assurances, & Certifications CS7000CS
2/2015
• Allowable CostsBudget Summary and Support
Costs must be allocable to a particular grant award in accordance with relative benefits received.
PAY ATTENTION TO “Y,” “N,” AND NUMBERED FOOTNOTES.
Appendix A of Program Guidelines Class/Object Code
Payroll Costs 6100
Professional and Contracted Services 6200
Supplies and Materials 6300
Other Operating Costs 6400
Debt Service 6500
Capital Outlay 663X/6649
Building Purchase, Construction, or Improvements 6629
2/2015
• Reasonable and Necessary CostsBudget Summary and Support
Costs must be reasonable and necessary for the operation of the program. Reasonable Costs:
• Consistent with prudent business practice• Comparable to current market value
Necessary Costs:• Essential to accomplish project objectives• Allowable under grant regulations
2/2015
• BS6006 Part 1 Available FundingBudget Summary and Support
2/2015
Entitlements for Formula and Preschool are a total of:• Base• Population(all students)• Poverty (number of all students eligible for Free and
Reduced Lunch) Maximum allowed for CEIS(up to 15% of Base)Report for SSA FA shows amounts for member LEAs.
Budget Summary and Support
2/2015
BS6006 Part 1 Entitlement/Carryover Report
• BS6006 Part 1 Available FundingBudget Summary and Support
2/2015
Budget Summary and Support
2/2015
BS6006 Part 2 Budgeted Costs
Items must be allowable expenditures.
Request funds necessary to fulfill the project objectives.
Budget Summary and Support
2/2015
BS6006 Part 2 Budgeted Costs
Indirect costs are a form of administrative costs incurred for a common or joint purpose benefiting more than one cost objective and not readily assignable to a specific cost objective.
Budget Summary and Support
2/2015
BS6006 Part 2 Budgeted Costs
The totals in this row must be zero, as the LEA must apply for the entire entitlement. If the totals do not equal zero, the LEA must adjust the budget to reflect the total available funds for each funding source.
Budget Summary and Support
2/2015
BS6006 Part 2 Budgeted Costs
CEIS amounts in this schedule will be populated from the data entered in the new BS6016-Fiscal Compliance Requirements.
Budget Summary and Support
2/2015
BS6006 Part 3 6100-Payroll Costs
Enter the # of Positions (part-time and split-funded positions count as one)
May enter more positions than currently need, but may not enter less than employed.
Must document Time and Effort
• Examples: Other Position: Special Education Specialist
• Brief Description of Responsibilities: Specialists function to provide instructional coaching and teacher mentoring for special ed. staff and special needs children.
Other Position: Translator• Brief Description of Responsibilities: Translate and
interpret written and spoken communication in special education.
Part 3: 6100 Payroll – “Other Position”
2/2015
Budget Summary and Support
2/2015
BS6006 Part 3 6100-Payroll Costs
CEIS Positions:• CEIS Intervention Aide and CEIS Intervention
Teacher are preprinted position choices• Other CEIS positions may be added in “Other
Position”
Budget Summary and Support
2/2015
BS6006 Part 3 6100-Payroll Costs
• Job Description is no longer required.• New: Confirmation of Payroll Requirements
• Confirmation of Payroll Requirements• LEA certifies:
• Duties are reasonable, necessary, allowable.• Compliance with federal and/or state supplement, not
supplant provisions. • Position meets the purpose, goals, and objectives of the
grant.• Administrative duties will be paid from another
allowable non-federal fund source.• Documentation must be maintained locally by the
grantee in the event TEA requests the documentation.
Part 3: 6100 Payroll – “Other Position”
2/2015
Budget Summary and Support
2/2015
Time and Effort Documentation
• Charges to payroll must be documented according to federal requirements.
• Employee job descriptions for each employee must be current and must delineate all program or cost objectives under which the employee works. Job descriptions should be updated as new assignments are made.
• Daily class schedules for teachers and instructional aides may be used in lieu of time and effort reports for these personnel.
• Salaries and wages of employees used to meet cost share or matching requirements must be supported with time and effort records in the same manner.
Budget Summary and Support
2/2015
BS6006 Part 4 Substitute, Extra-Duty, Benefits
Check the appropriate box to indicate that some or all of the funds budgeted will be used to pay for personnel who provide services on schoolwide campuses not coded to 8911. Must complete Part 12 also.
Check the appropriate box to request extra-duty pay or substitute pay.
Budget Summary and Support
2/2015
BS6006 Part 5
Costs that require specific approval• Audit costs• Rental or lease of buildings, space in buildings or land• Contracted publication and printing costs, which only applies to nonprofits
Budget Summary and Support
2/2015
BS6006 Part 5
All professional consulting services (6219) require specific approval.
Budget Summary and Support
2/2015
BS6006 Part 5
The 6200 cost items that do not require specific approval are summed in the Remaining 6200 field.
Resource for all class/object code and budget questions:
Program Guidelines2014-2015 Special Education Consolidated Grant Application
Budget Summary and Support
2/2015
BS6006 Part 6
Budget Summary and Support
2/2015
BS6006 Part 6
Typical allowable items that do not require specific approval:
• Instructional supplies and materials, unique sp ed needs
• Supplies and materials for sp ed training or staff development
• Instructional equipment and furniture that meet the unique needs of
students with disabilities and are not capitalized
• Awards or incentives for participation (token “wages”—noncash
incentives)
Budget Summary and Support
2/2015
BS6006 Part 7 6400-Itemized Other Operating
Costs
Budget Summary and Support
2/2015
BS6006 Part 7 6400-Itemized Other Operating
Costs
Typical items that do not require specific approval: • Insurance required or pursuant to the grant award• Contributions to employee self-insurance reserves• Travel expenses for project staff or project participants• Conference registration fees • Business, professional, or technical orgs membership dues
• Membership must be in the name of the LEA or open-enrollment charter school, not the individual.
• RDSPD member payments made to RDSPD FA• Transportation • Newspaper advertisements
Budget Summary and Support
2/2015
BS6006 Part 8 6500-Debt Service
The lease-purchase must cover parts of at least two grant periods. But what is budgeted here is only the part that is a principal cost, capital lease interest, or interest on debt to be paid in the current school year.
Budget Summary and Support
2/2015
BS6006 Part 9 6500-Debt Service-Description of
Property with Justification
Budget Summary and Support
2/2015
BS6006 Part 10 6600-Itemized Capital Outlay
Capitalized Assets Regardless of Unit Cost
Budget Summary and Support
2/2015
BS6006 Part 10 6600-Itemized Capital Outlay
Capitalized Assets Regardless of Unit Cost
Note: Capital outlay includes equipment. Equipment is defined as an article of nonexpendable, tangible, personal property having a useful life of more than one year and an acquisition cost that equals the lesser of the following: The capitalization level established by the applicant for financial statement purposes • $5,000 • Capital outlay will include the purchase of single items
that meet either of these categories.
Includes necessary modifications, attachments, etc. to make it usable for its purpose.
Budget Summary and Support
2/2015
BS6006 Part 10 6600-Itemized Capital Outlay Capitalized Assets Regardless of Unit Cost
Budget Summary and Support
2/2015
BS6006 Part 10 6600-Itemized Capital Outlay
Capitalized Assets Regardless of Unit Cost
Budget Summary and Support
2/2015
BS6006 Part 11 Justification for Purchase or
Lease of Portable Building
Budget Summary and Support
2/2015
BS6006 Part 11 Justification for Purchase or
Lease of Portable Building
1. Describe the specially designed instruction for the specific students with disabilities who will be served by the new facility.
2. Describe how the use of the new facility will not result in a more restrictive environment for the specific students with disabilities who will be served by the new facility.
3. List the types of personnel who will provide the services or instruction.
4. Give examples of relevant Individual Education Plan (IEP) objectives that make the project necessary.
5. Describe how the IEP objectives for students with disabilities are currently being met.
Budget Summary and Support
2/2015
BS6006 Part 11 Justification for Purchase or
Lease of Portable Building
6. If IEP objectives are currently being met, describe why the project is needed.
7. Type the name of the location where students are currently being served.
8. Click Yes or No to indicate whether students with disabilities will spend all their instructional time in the new facility. If you click Yes, explain why.
9. Click Yes or No to indicate whether the completed project will result in less instruction time being spent with regular education students. If you click Yes, explain why.
10.Describe how the new facility will retain its portability.
Budget Summary and Support
2/2015
BS6006 Part 12 Schoolwide Programs
• Nine-digit campus number of each campus participating in the schoolwide program.
• Number of students with disabilities. • Brief description of how students with disabilities will
benefit from the funded activities on the campuses listed.
Fiscal Compliance
2/2015
BS6016 Part 1 LEA MOE for Eligibility and MOE
Reduction
2/2015
Fiscal Compliance
• Indicate amount being spent on CEIS in Part 2• Select LEA name. For SSAs, report for each applicable member district.• Enter the dollar amount for IDEA-B Formula and Preschool.• Check the box that you have read and understand CEIS information.• The IDEA-B Formula and Preschool CEIS amounts will transfer to the
BS6006 Program Budget.
2/2015
BS6016 Part 2 Coordinated Early Intervening
Services
• Reminder: eGrants will take into consideration the connection between CEIS and MOE.
• The LEA must carefully review their application and submit an amendment on or before the amendment deadline to ensure the actual CEIS and MOE Voluntary Reduction is accurately reported!
• If an LEA reserves CEIS funds, but later decides not to use the funds, the LEA should submit an amendment to zero out the CEIS funds. Likewise, amounts for MOE Reduction should be amended for any change.
MOE Reduction and CEIS
2/2015
Acronyms and Abbreviations
GS• General Information
Schedules GS2100 and GS2300
PS • Program Description Schedules PS3400 and PS3502
BS • Program Budget Schedules BS6006 and BS6016
CS • Provisions, Assurances, and Certifications Schedule CS7000
2/2015
• CS7000Provisions Assurances
2/2015
