SPECIAL EDUCATION MONITORING – IDEA GRANT Jenifer Spear Office of Special Education Programs

What we Monitor?  IDEA and N.J.A.C. 6A:14 requirements  IDEA Grant

Consolidated Monitoring  Program Accountability Monitors  are part of Consolidated Team (Title 1, Perkins, etc.)  conduct special education monitoring activities simultaneously with other members of the Consolidated Team  contribute their findings, corrective actions and recommendations to the monitoring report in the current consolidated report format  review CAP and provide technical assistance  conduct verification activities, track verification timelines and report closeout to Consolidated team leader

IDEA Program Monitoring  The primary focus of the State’s Special Education program monitoring activities must be on:  Improving educational results and functional outcomes for all children with disabilities; and  Ensuring that public agencies meet the program requirements under Part B of the Act, with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities 34 CFR §

IDEA Program: What is Monitored and How  Compliance with IDEA and N.J.A.C. requirements related to the following USDE priority areas  Transition to Adult Life  Individual Education Programs  Intervention and Referral Services Procedures  Evaluation for Eligibility for Special Education and/or Related Services  Implementation of Programs and Services in IEPs  A systematic review is conducted  Data Review  Individual Student File Review  Review of Policies, Procedures, Practices and Forms  Interviews and Classroom Visits

The Monitoring Process: Prior to the Site Visit  Each LEA is assigned a Team Leader from OSEP, who will be the district’s point of contact before, during and after the monitoring activities  The team leader will provide a detailed list of the requested information from the director of special services and will explain the processes regarding the interviews, file review and classroom observations that will be conducted during the monitoring visit

IDEA Grant monitoring  The primary focus of the State’s Special Education grant monitoring activities must be on:  Ensuring that LEAs request, control and report on the use of IDEA funds in accordance with IDEA-B 2004, with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities 34 CFR §

RESOURCE : IDEA Purposes of Funding  Funds provided under IDEA-B may only be used for the excess cost of providing special education and related services to students with disabilities. Funds shall be used for the following:  to provide a Free and Appropriate Public Education (FAPE) for students with disabilities ages 3-21 (Basic) and ages 3, 4 and 5 (Preschool); and  to initiate, expand or supplement special education and related services including vocational education services for students with disabilities currently receiving educational services.  IDEA Part B funds should be viewed as a supplement to local/state education funding for students. As such, all IDEA Part B funds must be used consistent with the current IDEA Part B statutory and regulatory requirements and applicable requirements in the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR)

RESOURCE: IDEA Allowable Uses of Funds  The purpose of IDEA Part B grants is to assist States, outlying areas, freely associated States, and the Secretary of the Interior to provide special education and related services to children with disabilities, including that children with disabilities have access to a free appropriate public education (FAPE). The term FAPE refers to special education and related services that are designed to meet a child’s unique needs and that will prepare the child for further education, employment, and independent living.  In general, IDEA Part B funds must be used only to pay the excess costs of providing FAPE to children with disabilities, such as costs for 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 for regular education teachers who teach children with disabilities; and specialized equipment or devices to assist children with disabilities.  Generally IDEA funds cannot be used for core instruction in the general education classroom, instructional materials for use with non-disabled children, or for professional development of general education teachers not related to meeting the needs of students with disabilities, except as described below.  Two exceptions to these guidelines are when IDEA Part B funds are used for coordinated early intervening services (CEIS) or are consolidated in a Title I schoolwide school (under ESEA)

IDEA Grant Review  Verification of Usage of Funds  A sample of two years worth of Basic and Preschool IDEA expenditure summaries is reviewed to ensure that: correct funding source is utilized. Please refer to the Uniform Minimum Chart of Accounts for New Jersey Public Schools expenditures reflect the approved grant application split funding for supplies and equipment is documented and substantiated all equipment (  2,000$ ) is tagged and in appropriate settings (public and nonpublic). Please refer to the IDEA manual for equipment criteria. funds are used for supplementing not supplanting

IDEA Grant Review  Verification of Usage of Funds (cont’d)  Contracts with other LEAs, Educational Services Commissions, private consultants, and agencies are reviewed for required components board approval  Personnel board approved split funding for personnel is documented and substantiated for fully and partial funded staff (please refer to December 2012 broadcast memo) time and activity is completed

IDEA Grant Review  Verification of Usage of Funds (cont’d)  Coordinated Early Intervening Services (CEIS) 15% set aside if there is significant disproportionality based on race or ethnicity in an LEA with respect to identification of children as children with disabilities identification of children in specific disability categories, placement of children with disabilities in particular educational settings, or the taking of disciplinary actions, Funding is to be used for programs/services that serve students that have not been identified as needing special education or related services but who need additional academic and/or behavioral support to succeed in a general education environment. Verify district tracking mechanism for CEIS  Nonpublic Proportionate Share Ensure that Individual Service Plans are fully implemented Through ISP review and onsite reviews at nonpublic setting, where necessary  Maintenance of Effort Verify increase each year and/or reasons for any decrease

Amendments  An Amendment Application must be submitted:  for changes between expenditure categories cumulatively transferred among expenditure categories when the transfers meet or exceed 10% of the total allocation. LEAs are responsible for monitoring the cumulative 10 percent level of fiscal changes;  when budgeting expenditures in a category for which no funds were previously budgeted or approved;  for changes in the scope of activities;  to budget any carryover/overpayment in the current grant cycle; and  all amendments must be consistent with the district's approved policies and procedures and benefit students with disabilities.

The Monitoring Process: Post-Monitoring  Issue the Report: The OSEP monitors combine their findings with those of the other grant programs and issue a single report. Reports are normally issued 2-3 months after the visit.  Required Actions: When noncompliance is identified the LEA will receive specific required actions to conduct.  Meet with OSEP Monitors: After the report is issued the team leader will visit the district to review the monitoring report in detail, provide technical assistance with areas of noncompliance and set-up a schedule for verification visits.

IDEA Part B Manual A_Guidelines.pdf

Contact Us: Special Education Monitoring  Kim Murray,  IDEA Grant  Pat Gray, 

Contact Us: Special Education Monitors Northern Team: Jenifer Spear Tracey Pettiford-Bugg Owen Buchanan Central Team: Nicole Buten Lisa Ruffner Southern Team: Caryl Carthew Tricia Fair Ken Richards