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Maryland State Department of EducationDivision of Early Intervention and Special Education Services
LOCAL APPLICATION FOR FEDERAL FUNDS (LAFF)
Federal Fiscal Year (FFY) 2020 State Fiscal Year (SFY) 2021
BOOK 1Instructions and Appendices A ndash I
Application Due May 8 2020 via the MSDE Secure Web Client
Marcella E Franczkowski MS
Assistant State Superintendent
Division of Early Intervention and Special Education Services
Table of Contents
BOOK 11
I Introduction5
Submission Due Date6
Pre-award Costs6
Content and Mode of Submission6
II LSSPA ContactInformation List6
III Certifications and Assurances7
LSSPA Certification7
Special Education Staffing Plan7
General Education Provisions Act (GEPA) Section 4277
State Assurances8
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace8
Federal Local Eligibility Assurances8
IV Maintenance of Effort (MOE)8
V Excess Cost9
VI Parentally Placed Private School Students (PPPSS)10
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)10
Required Comprehensive Coordinated Early Intervening Services (CCEIS)10
Voluntary Coordinated Early Intervening Services (CEIS)11
VIII Comparative StaffingFunding Data Form11
IX Preschool Special Education and Related Services Expenditures12
X Medicaid Forms14
XI Budget Information14
XII Reporting Requirements15
XIII Grant Amendments16
XIV Payment Schedule Codes16
XV Discretionary Funds for Strategic Priorities17
Eligibility17
Use of Discretionary Funds18
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)19
Reporting Requirements for 15 Month Discretionary Grants22
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)22
Reporting Requirements for 24 Month Discretionary Grants24
XVI Accountability24
Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards24
Subrecipient Monitoring25
Appendix A ndash Grant Due Dates27
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures29
Appendix C ndash System for Award Management33
Appendix D- State amp Federal Resources (Available for Download)35
Appendix E - LAFF Medicaid37
Appendix F1 ndash Interim Progress Reports Guidance38
Appendix F2 ndash Final Progress Reports Guidance41
Appendix G ndash SFY 2021 LIR Plan Instructions43
TEAM44
Analyze45
Plan48
Implement49
Track49
Appendix H - PlanImplementTrack Examples for Each Imperative 50
Early Childhood Example51
Secondary Transition Example52
Access Equity Progress Example54
Reporting Requirements55
Appendix I ndash Imperative ndashSpecific Guiding Questions57
Early Childhood57
Secondary Transition58
Access Equity Progress59
I IntroductionEach Maryland local school system (LSS) and public agency (PA) that receives subawards of federal Individuals with Disabilities Education Act (IDEA) funds granted to the State of Maryland to support its early intervention and special education programs must comply with applicable programmatic and fiscal regulations The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) as the recipient of IDEA funds is responsible for ensuring that all LSSPAs are in compliance with regulations The State Fiscal Year (SFY) 2021 Local Application for Federal Funds (LAFF) and the associated submissions described herein are requirements that are necessary for the MSDE DEISES to discharge its administrative responsibilities related to its subawards of federal IDEA Part B funds However compliance with the MSDE instructions and procedures does not relieve a subrecipient of federal grant funds from responsibility for compliance with all applicable federal and State regulations
State and federal regulations under the IDEA require that each LSSPA submit an application for the expenditure of federal funds Each LSSPA is required to develop the LAFF with meaningful public input from entities such as its Special Education Citizen Advisory Committee (SECAC) parents community partners special and general educators and administrators
Through the LAFF the LSSPA provides assurances of compliance with federal and State regulations and reports on the proposed expenditures of allocated federal funds in order to provide a free appropriate public education (FAPE) for students with disabilities Information entered should be based on performance results child count data identification and correction of noncompliance and other issues and concerns In addition each LSSPA must certify that its current policies and procedures are available for review The policies and procedures must address federal and State requirements for the local administration and implementation of the IDEA and the Code of Maryland Regulations (COMAR)
The LAFF is comprised of 4 separate books
SFY 2021 Book 1 LAFF Instructions and Appendices A-I which provides information and guidance regarding the LAFF submission process
SFY 2021 Book 2 LAFF Submissions WORD Workbook which contains all necessary WORD documents and checklist for submission
SFY 2021 Book 3 LAFF Submissions EXCEL Workbook contains all necessary EXCEL documents for submission
SFY 2021 Book 4 LAFF CCEIS Submissions Workbook contains all necessary WORD documents for submission
5
Submission Due DateThe LAFF submission is due to the MSDE no later than May 8 2020 Submission by this date is necessary in order for a the LSSPA to receive and obligate grant funds for the grant period beginning July 1 2020 Submissions after May 8 2020 may result in a delayed approval date See Appendix A for the Grant Due Dates
Pre-award CostsIn accordance with 2 CFR sect200458 pre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such are necessary to comply with the proposed delivery schedule or period of performance Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the awarding agency
Content and Mode of SubmissionThe SFY 2021 Book 2 LAFF Submissions WORD Workbook includes the Cover Page (ATTACHMENT 1) and the LAFF Submissions Checklist (ATTACHMENT 2) Use the dropdown menu to identify the name of the LSSPA in the header of each attachment page
To prepare the LAFF submission
Complete all documents in the SFY 2021 Book 2 LAFF Submissions WORD Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save all documents as a pdf)
Complete all documents in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save a workcopy of all documents)
Print all documents ensure that all pages are legible assemble pages in the order indicated on the LAFF Submissions Checklist and obtain required signatures
Scan all documents including the LAFF Submission Checklist into a single pdf formatted file named in accordance with the naming convention described in Appendix B and upload to the MSDE Secure Web Client (See Appendix B for the MSDE Secure Web Client Access and Submission Procedures)
II LSSPA ContactInformation ListRecipients of federal funds are required to register and maintain active status on the federal governmentrsquos System for Award Management (SAM) website httpwwwsamgov Active
6
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Table of Contents
BOOK 11
I Introduction5
Submission Due Date6
Pre-award Costs6
Content and Mode of Submission6
II LSSPA ContactInformation List6
III Certifications and Assurances7
LSSPA Certification7
Special Education Staffing Plan7
General Education Provisions Act (GEPA) Section 4277
State Assurances8
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace8
Federal Local Eligibility Assurances8
IV Maintenance of Effort (MOE)8
V Excess Cost9
VI Parentally Placed Private School Students (PPPSS)10
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)10
Required Comprehensive Coordinated Early Intervening Services (CCEIS)10
Voluntary Coordinated Early Intervening Services (CEIS)11
VIII Comparative StaffingFunding Data Form11
IX Preschool Special Education and Related Services Expenditures12
X Medicaid Forms14
XI Budget Information14
XII Reporting Requirements15
XIII Grant Amendments16
XIV Payment Schedule Codes16
XV Discretionary Funds for Strategic Priorities17
Eligibility17
Use of Discretionary Funds18
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)19
Reporting Requirements for 15 Month Discretionary Grants22
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)22
Reporting Requirements for 24 Month Discretionary Grants24
XVI Accountability24
Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards24
Subrecipient Monitoring25
Appendix A ndash Grant Due Dates27
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures29
Appendix C ndash System for Award Management33
Appendix D- State amp Federal Resources (Available for Download)35
Appendix E - LAFF Medicaid37
Appendix F1 ndash Interim Progress Reports Guidance38
Appendix F2 ndash Final Progress Reports Guidance41
Appendix G ndash SFY 2021 LIR Plan Instructions43
TEAM44
Analyze45
Plan48
Implement49
Track49
Appendix H - PlanImplementTrack Examples for Each Imperative 50
Early Childhood Example51
Secondary Transition Example52
Access Equity Progress Example54
Reporting Requirements55
Appendix I ndash Imperative ndashSpecific Guiding Questions57
Early Childhood57
Secondary Transition58
Access Equity Progress59
I IntroductionEach Maryland local school system (LSS) and public agency (PA) that receives subawards of federal Individuals with Disabilities Education Act (IDEA) funds granted to the State of Maryland to support its early intervention and special education programs must comply with applicable programmatic and fiscal regulations The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) as the recipient of IDEA funds is responsible for ensuring that all LSSPAs are in compliance with regulations The State Fiscal Year (SFY) 2021 Local Application for Federal Funds (LAFF) and the associated submissions described herein are requirements that are necessary for the MSDE DEISES to discharge its administrative responsibilities related to its subawards of federal IDEA Part B funds However compliance with the MSDE instructions and procedures does not relieve a subrecipient of federal grant funds from responsibility for compliance with all applicable federal and State regulations
State and federal regulations under the IDEA require that each LSSPA submit an application for the expenditure of federal funds Each LSSPA is required to develop the LAFF with meaningful public input from entities such as its Special Education Citizen Advisory Committee (SECAC) parents community partners special and general educators and administrators
Through the LAFF the LSSPA provides assurances of compliance with federal and State regulations and reports on the proposed expenditures of allocated federal funds in order to provide a free appropriate public education (FAPE) for students with disabilities Information entered should be based on performance results child count data identification and correction of noncompliance and other issues and concerns In addition each LSSPA must certify that its current policies and procedures are available for review The policies and procedures must address federal and State requirements for the local administration and implementation of the IDEA and the Code of Maryland Regulations (COMAR)
The LAFF is comprised of 4 separate books
SFY 2021 Book 1 LAFF Instructions and Appendices A-I which provides information and guidance regarding the LAFF submission process
SFY 2021 Book 2 LAFF Submissions WORD Workbook which contains all necessary WORD documents and checklist for submission
SFY 2021 Book 3 LAFF Submissions EXCEL Workbook contains all necessary EXCEL documents for submission
SFY 2021 Book 4 LAFF CCEIS Submissions Workbook contains all necessary WORD documents for submission
5
Submission Due DateThe LAFF submission is due to the MSDE no later than May 8 2020 Submission by this date is necessary in order for a the LSSPA to receive and obligate grant funds for the grant period beginning July 1 2020 Submissions after May 8 2020 may result in a delayed approval date See Appendix A for the Grant Due Dates
Pre-award CostsIn accordance with 2 CFR sect200458 pre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such are necessary to comply with the proposed delivery schedule or period of performance Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the awarding agency
Content and Mode of SubmissionThe SFY 2021 Book 2 LAFF Submissions WORD Workbook includes the Cover Page (ATTACHMENT 1) and the LAFF Submissions Checklist (ATTACHMENT 2) Use the dropdown menu to identify the name of the LSSPA in the header of each attachment page
To prepare the LAFF submission
Complete all documents in the SFY 2021 Book 2 LAFF Submissions WORD Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save all documents as a pdf)
Complete all documents in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save a workcopy of all documents)
Print all documents ensure that all pages are legible assemble pages in the order indicated on the LAFF Submissions Checklist and obtain required signatures
Scan all documents including the LAFF Submission Checklist into a single pdf formatted file named in accordance with the naming convention described in Appendix B and upload to the MSDE Secure Web Client (See Appendix B for the MSDE Secure Web Client Access and Submission Procedures)
II LSSPA ContactInformation ListRecipients of federal funds are required to register and maintain active status on the federal governmentrsquos System for Award Management (SAM) website httpwwwsamgov Active
6
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
XI Budget Information14
XII Reporting Requirements15
XIII Grant Amendments16
XIV Payment Schedule Codes16
XV Discretionary Funds for Strategic Priorities17
Eligibility17
Use of Discretionary Funds18
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)19
Reporting Requirements for 15 Month Discretionary Grants22
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)22
Reporting Requirements for 24 Month Discretionary Grants24
XVI Accountability24
Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards24
Subrecipient Monitoring25
Appendix A ndash Grant Due Dates27
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures29
Appendix C ndash System for Award Management33
Appendix D- State amp Federal Resources (Available for Download)35
Appendix E - LAFF Medicaid37
Appendix F1 ndash Interim Progress Reports Guidance38
Appendix F2 ndash Final Progress Reports Guidance41
Appendix G ndash SFY 2021 LIR Plan Instructions43
TEAM44
Analyze45
Plan48
Implement49
Track49
Appendix H - PlanImplementTrack Examples for Each Imperative 50
Early Childhood Example51
Secondary Transition Example52
Access Equity Progress Example54
Reporting Requirements55
Appendix I ndash Imperative ndashSpecific Guiding Questions57
Early Childhood57
Secondary Transition58
Access Equity Progress59
I IntroductionEach Maryland local school system (LSS) and public agency (PA) that receives subawards of federal Individuals with Disabilities Education Act (IDEA) funds granted to the State of Maryland to support its early intervention and special education programs must comply with applicable programmatic and fiscal regulations The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) as the recipient of IDEA funds is responsible for ensuring that all LSSPAs are in compliance with regulations The State Fiscal Year (SFY) 2021 Local Application for Federal Funds (LAFF) and the associated submissions described herein are requirements that are necessary for the MSDE DEISES to discharge its administrative responsibilities related to its subawards of federal IDEA Part B funds However compliance with the MSDE instructions and procedures does not relieve a subrecipient of federal grant funds from responsibility for compliance with all applicable federal and State regulations
State and federal regulations under the IDEA require that each LSSPA submit an application for the expenditure of federal funds Each LSSPA is required to develop the LAFF with meaningful public input from entities such as its Special Education Citizen Advisory Committee (SECAC) parents community partners special and general educators and administrators
Through the LAFF the LSSPA provides assurances of compliance with federal and State regulations and reports on the proposed expenditures of allocated federal funds in order to provide a free appropriate public education (FAPE) for students with disabilities Information entered should be based on performance results child count data identification and correction of noncompliance and other issues and concerns In addition each LSSPA must certify that its current policies and procedures are available for review The policies and procedures must address federal and State requirements for the local administration and implementation of the IDEA and the Code of Maryland Regulations (COMAR)
The LAFF is comprised of 4 separate books
SFY 2021 Book 1 LAFF Instructions and Appendices A-I which provides information and guidance regarding the LAFF submission process
SFY 2021 Book 2 LAFF Submissions WORD Workbook which contains all necessary WORD documents and checklist for submission
SFY 2021 Book 3 LAFF Submissions EXCEL Workbook contains all necessary EXCEL documents for submission
SFY 2021 Book 4 LAFF CCEIS Submissions Workbook contains all necessary WORD documents for submission
5
Submission Due DateThe LAFF submission is due to the MSDE no later than May 8 2020 Submission by this date is necessary in order for a the LSSPA to receive and obligate grant funds for the grant period beginning July 1 2020 Submissions after May 8 2020 may result in a delayed approval date See Appendix A for the Grant Due Dates
Pre-award CostsIn accordance with 2 CFR sect200458 pre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such are necessary to comply with the proposed delivery schedule or period of performance Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the awarding agency
Content and Mode of SubmissionThe SFY 2021 Book 2 LAFF Submissions WORD Workbook includes the Cover Page (ATTACHMENT 1) and the LAFF Submissions Checklist (ATTACHMENT 2) Use the dropdown menu to identify the name of the LSSPA in the header of each attachment page
To prepare the LAFF submission
Complete all documents in the SFY 2021 Book 2 LAFF Submissions WORD Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save all documents as a pdf)
Complete all documents in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save a workcopy of all documents)
Print all documents ensure that all pages are legible assemble pages in the order indicated on the LAFF Submissions Checklist and obtain required signatures
Scan all documents including the LAFF Submission Checklist into a single pdf formatted file named in accordance with the naming convention described in Appendix B and upload to the MSDE Secure Web Client (See Appendix B for the MSDE Secure Web Client Access and Submission Procedures)
II LSSPA ContactInformation ListRecipients of federal funds are required to register and maintain active status on the federal governmentrsquos System for Award Management (SAM) website httpwwwsamgov Active
6
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Track49
Appendix H - PlanImplementTrack Examples for Each Imperative 50
Early Childhood Example51
Secondary Transition Example52
Access Equity Progress Example54
Reporting Requirements55
Appendix I ndash Imperative ndashSpecific Guiding Questions57
Early Childhood57
Secondary Transition58
Access Equity Progress59
I IntroductionEach Maryland local school system (LSS) and public agency (PA) that receives subawards of federal Individuals with Disabilities Education Act (IDEA) funds granted to the State of Maryland to support its early intervention and special education programs must comply with applicable programmatic and fiscal regulations The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) as the recipient of IDEA funds is responsible for ensuring that all LSSPAs are in compliance with regulations The State Fiscal Year (SFY) 2021 Local Application for Federal Funds (LAFF) and the associated submissions described herein are requirements that are necessary for the MSDE DEISES to discharge its administrative responsibilities related to its subawards of federal IDEA Part B funds However compliance with the MSDE instructions and procedures does not relieve a subrecipient of federal grant funds from responsibility for compliance with all applicable federal and State regulations
State and federal regulations under the IDEA require that each LSSPA submit an application for the expenditure of federal funds Each LSSPA is required to develop the LAFF with meaningful public input from entities such as its Special Education Citizen Advisory Committee (SECAC) parents community partners special and general educators and administrators
Through the LAFF the LSSPA provides assurances of compliance with federal and State regulations and reports on the proposed expenditures of allocated federal funds in order to provide a free appropriate public education (FAPE) for students with disabilities Information entered should be based on performance results child count data identification and correction of noncompliance and other issues and concerns In addition each LSSPA must certify that its current policies and procedures are available for review The policies and procedures must address federal and State requirements for the local administration and implementation of the IDEA and the Code of Maryland Regulations (COMAR)
The LAFF is comprised of 4 separate books
SFY 2021 Book 1 LAFF Instructions and Appendices A-I which provides information and guidance regarding the LAFF submission process
SFY 2021 Book 2 LAFF Submissions WORD Workbook which contains all necessary WORD documents and checklist for submission
SFY 2021 Book 3 LAFF Submissions EXCEL Workbook contains all necessary EXCEL documents for submission
SFY 2021 Book 4 LAFF CCEIS Submissions Workbook contains all necessary WORD documents for submission
5
Submission Due DateThe LAFF submission is due to the MSDE no later than May 8 2020 Submission by this date is necessary in order for a the LSSPA to receive and obligate grant funds for the grant period beginning July 1 2020 Submissions after May 8 2020 may result in a delayed approval date See Appendix A for the Grant Due Dates
Pre-award CostsIn accordance with 2 CFR sect200458 pre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such are necessary to comply with the proposed delivery schedule or period of performance Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the awarding agency
Content and Mode of SubmissionThe SFY 2021 Book 2 LAFF Submissions WORD Workbook includes the Cover Page (ATTACHMENT 1) and the LAFF Submissions Checklist (ATTACHMENT 2) Use the dropdown menu to identify the name of the LSSPA in the header of each attachment page
To prepare the LAFF submission
Complete all documents in the SFY 2021 Book 2 LAFF Submissions WORD Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save all documents as a pdf)
Complete all documents in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save a workcopy of all documents)
Print all documents ensure that all pages are legible assemble pages in the order indicated on the LAFF Submissions Checklist and obtain required signatures
Scan all documents including the LAFF Submission Checklist into a single pdf formatted file named in accordance with the naming convention described in Appendix B and upload to the MSDE Secure Web Client (See Appendix B for the MSDE Secure Web Client Access and Submission Procedures)
II LSSPA ContactInformation ListRecipients of federal funds are required to register and maintain active status on the federal governmentrsquos System for Award Management (SAM) website httpwwwsamgov Active
6
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
I IntroductionEach Maryland local school system (LSS) and public agency (PA) that receives subawards of federal Individuals with Disabilities Education Act (IDEA) funds granted to the State of Maryland to support its early intervention and special education programs must comply with applicable programmatic and fiscal regulations The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) as the recipient of IDEA funds is responsible for ensuring that all LSSPAs are in compliance with regulations The State Fiscal Year (SFY) 2021 Local Application for Federal Funds (LAFF) and the associated submissions described herein are requirements that are necessary for the MSDE DEISES to discharge its administrative responsibilities related to its subawards of federal IDEA Part B funds However compliance with the MSDE instructions and procedures does not relieve a subrecipient of federal grant funds from responsibility for compliance with all applicable federal and State regulations
State and federal regulations under the IDEA require that each LSSPA submit an application for the expenditure of federal funds Each LSSPA is required to develop the LAFF with meaningful public input from entities such as its Special Education Citizen Advisory Committee (SECAC) parents community partners special and general educators and administrators
Through the LAFF the LSSPA provides assurances of compliance with federal and State regulations and reports on the proposed expenditures of allocated federal funds in order to provide a free appropriate public education (FAPE) for students with disabilities Information entered should be based on performance results child count data identification and correction of noncompliance and other issues and concerns In addition each LSSPA must certify that its current policies and procedures are available for review The policies and procedures must address federal and State requirements for the local administration and implementation of the IDEA and the Code of Maryland Regulations (COMAR)
The LAFF is comprised of 4 separate books
SFY 2021 Book 1 LAFF Instructions and Appendices A-I which provides information and guidance regarding the LAFF submission process
SFY 2021 Book 2 LAFF Submissions WORD Workbook which contains all necessary WORD documents and checklist for submission
SFY 2021 Book 3 LAFF Submissions EXCEL Workbook contains all necessary EXCEL documents for submission
SFY 2021 Book 4 LAFF CCEIS Submissions Workbook contains all necessary WORD documents for submission
5
Submission Due DateThe LAFF submission is due to the MSDE no later than May 8 2020 Submission by this date is necessary in order for a the LSSPA to receive and obligate grant funds for the grant period beginning July 1 2020 Submissions after May 8 2020 may result in a delayed approval date See Appendix A for the Grant Due Dates
Pre-award CostsIn accordance with 2 CFR sect200458 pre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such are necessary to comply with the proposed delivery schedule or period of performance Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the awarding agency
Content and Mode of SubmissionThe SFY 2021 Book 2 LAFF Submissions WORD Workbook includes the Cover Page (ATTACHMENT 1) and the LAFF Submissions Checklist (ATTACHMENT 2) Use the dropdown menu to identify the name of the LSSPA in the header of each attachment page
To prepare the LAFF submission
Complete all documents in the SFY 2021 Book 2 LAFF Submissions WORD Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save all documents as a pdf)
Complete all documents in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save a workcopy of all documents)
Print all documents ensure that all pages are legible assemble pages in the order indicated on the LAFF Submissions Checklist and obtain required signatures
Scan all documents including the LAFF Submission Checklist into a single pdf formatted file named in accordance with the naming convention described in Appendix B and upload to the MSDE Secure Web Client (See Appendix B for the MSDE Secure Web Client Access and Submission Procedures)
II LSSPA ContactInformation ListRecipients of federal funds are required to register and maintain active status on the federal governmentrsquos System for Award Management (SAM) website httpwwwsamgov Active
6
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Submission Due DateThe LAFF submission is due to the MSDE no later than May 8 2020 Submission by this date is necessary in order for a the LSSPA to receive and obligate grant funds for the grant period beginning July 1 2020 Submissions after May 8 2020 may result in a delayed approval date See Appendix A for the Grant Due Dates
Pre-award CostsIn accordance with 2 CFR sect200458 pre-award costs are those incurred prior to the effective date of the award directly pursuant to the negotiation and in anticipation of the award where such are necessary to comply with the proposed delivery schedule or period of performance Such costs are allowable only to the extent that they would have been allowable if incurred after the date of the award and only with the written approval of the awarding agency
Content and Mode of SubmissionThe SFY 2021 Book 2 LAFF Submissions WORD Workbook includes the Cover Page (ATTACHMENT 1) and the LAFF Submissions Checklist (ATTACHMENT 2) Use the dropdown menu to identify the name of the LSSPA in the header of each attachment page
To prepare the LAFF submission
Complete all documents in the SFY 2021 Book 2 LAFF Submissions WORD Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save all documents as a pdf)
Complete all documents in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook as described in these LAFF Instructions (Use size 12 point font for all entries on submission forms and save a workcopy of all documents)
Print all documents ensure that all pages are legible assemble pages in the order indicated on the LAFF Submissions Checklist and obtain required signatures
Scan all documents including the LAFF Submission Checklist into a single pdf formatted file named in accordance with the naming convention described in Appendix B and upload to the MSDE Secure Web Client (See Appendix B for the MSDE Secure Web Client Access and Submission Procedures)
II LSSPA ContactInformation ListRecipients of federal funds are required to register and maintain active status on the federal governmentrsquos System for Award Management (SAM) website httpwwwsamgov Active
6
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
status will ensure that the LSSPA has been assigned a Data Universal Numbering System (DUNS) number and an Employer Identification Number (EIN)
Official correspondence will be sent to the mailing address and email addresses of the SuperintendentHead of Agency Chief Financial Officer and the Director of Special Education It is the responsibility of the LSSPA to disseminate information as needed The LSSPA is responsible for updating the LSSPA ContactMailing Information List if changes in personnel are made
Include
A screenshot of the active SAM record status See Appendix C for a Sample Active SAM Record Status Screenshot
The completed LSSPA ContactInformation List (ATTACHMENT 3) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook Enter the unique nine-digit DUNS number the expiration date the EIN the entity name and mailing address with 9-digit zip code as they appear on the Active SAM Record Status website
III Certifications and AssurancesThe signed certifications assurances and GEPA Statement will apply to all SFY 2021 DEISES grants that may be awarded to the LSSPA The signed State Assurances will be included with ALL 2021 Notice of Grant Award (NOGAs) issued
LSSPA CertificationInclude the completed LSSPA Certifications and Assurances (ATTACHMENT 4) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook This form is to certify that all of the facts figures and representations made with respect to the Local Application for Federal Funds (LAFF) and budget submission including exhibits and attachments are true and correct
Special Education Staffing PlanThe LSSPA must upload to the MSDE Secure Web Client the Board approved SFY 2021 Special Education Staffing Plan no later than September 30 2020 consistent with COMAR 13A050213D(2)
General Education Provisions Act (GEPA) Section 427Include the completed General Education Provisions Act (GEPA) statement (ATTACHMENT 5) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The GEPA is applicable to all LSSPAs for new grant awards under Department programs
7
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
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36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
State Assurances Include the signed State Assurances (ATTACHMENTS 6) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free WorkplaceInclude the signed Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace (ATTACHMENT 7) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Federal Local Eligibility AssurancesInclude the completed Federal Local Eligibility Assurances (ATTACHMENT 8) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The Federal Local Eligibility Assurances are required by Part B of the IDEA [20 USC sect1413] and 34 CFR sect300200
IV Maintenance of Effort (MOE)Include the completed State Fiscal Year 2021 Maintenance of Effort (MOE) Eligibility Template amp Certification (ATTACHMENT 9) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template is designed to assist Local School Systems (LSS) in demonstrating compliance with IDEA MOE requirements The MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available [34 CFR sectsect300203(b)(2)] Maintenance of Effort compliance is achieved when the actual expenditures for the grant year equal or exceed the actual expenditures of the preceding year Consistent with 34 CFR sect300203(b)(1) there are four (4) options available to demonstrate compliance
Option 1 - Total local funds only
Option 2 - Local funds only per capita
Option 3 - Total State and local funds or
Option 4 - State and local funds per capita
All of the cells of one column must be filled in to represent the option chosen for calculating MOE Report one option ONLY
NOTE The MSDE DEISES recommends that the LSS complete and maintain calculations of the IDEA MOE using all four (4) options in case it becomes necessary to demonstrate MOE using an alternative option in a subsequent year However the LSS is to report only one option to
8
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
demonstrate the IDEA MOE on this template
The SFY 2020 Maintenance of Effort Compliance Template amp Certification is due no later than January 31 2021
Regulations Regarding Maintenance of Effort (MOE)
34 CFR sect300203 Maintenance of Effort
34 CFR sect300204 Exception to Maintenance of Effort and
34 CFR sect300205 Adjustment to local fiscal efforts in certain fiscal years
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
Clarification Regarding Consequence of Not Meeting MOE
A provision in the Consolidated Appropriations Act 2014 signed by the President on January 17 2014 states
That the level of effort a local educational agency must meet under section 613(A)(2)(A)(iii) of the IDEA in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEArsquos reduced level of expenditures
The correspondence from the Office of Special Education Programs regarding this provision can be downloaded at OSEP Letter to CCSOs on LEA MOE 3-13-14
V Excess Cost The due date of the SFY 2021 Excess Cost Template and Certification is January 31 2021
NOTE Complete the SFY 2021 Excess Cost Template and Certification using the SFY 2020 actuals and finalized Child Count Since the SFY 2021 Excess Cost calculation determines required levels for SFY 2021 expenditures the MSDE recommends that the SFY 2021 Excess Cost calculation be performed preliminarily based upon the most recent SFY 2020 projected expenditures in order to ensure Excess Cost compliant non-federal expenditure levels are included in the SFY 2021 school budget
Regulations Regarding Excess Cost
34 CFR sect30016 Excess Cost
34 CFR sect300202 Use of amounts and
34 CFR Appendix A to Part 300 Excess Costs Calculation
9
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Consistent with 2 CFR sectsect200333 and 200336 each LSS is responsible for maintaining sufficient documentation to verify eligibility and compliance with the MOE and Excess Cost (34 CFR sectsect300202 ndash 300205)
VI Parentally Placed Private School Students (PPPSS)Include the SFY 2021 Plan for Parentally Placed Private School Students (PPPSS) (ATTACHMENT 10) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook As a guide in completing the SFY 2021 LSS Activities to Ensure Compliance refer to Appendix D - MSDE Monitoring Instrument Ensuring Equitable Participation of Parentally Placed Private School Students
Regulations Regarding Parentally Placed Private School Students (PPPSS)
34 CFR sectsect300130-300144
NOTE As per 34 CFR sect300133(a) administrative costs may not be included in the amount each LSS must spend to meet the PPPSS requirement (See the Office of Special Education and Rehabilitation Services Questions and Answers on Serving Children with Disabilities Placed by Their Parents at Private Schools Revised April 2011 question H-9)
If an LSS determines that it cannot fully expend its PPPSS funds in the SFY 2021 the LSS may request to reallocate the PPPSS funds for allowable Passthrough expenditures Follow the grant amendment procedures Section XIII
VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)Due to MSDE May 29 2020Required Comprehensive Coordinated Early Intervening Services (CCEIS) In accordance with 34 CFR sect300646 an LSS that is identified as having significant disproportionality based on race and ethnicity with respect to identification of students as having disabilities placement of these students in particular education settings andor disciplinary actions including suspensions and expulsions must use 15 percent of Part B Passthrough (611) and Part B Preschool Passthrough (619) funds for CCEIS
An LSS identified as having significant disproportionality will find 15 percent of its Part B Passthrough (611) and Preschool Passthrough (619) allocations set aside for CCEIS on its SFY 2021 Estimated Allocation Sheet While the 15 percent reservation is calculated on the basis of
10
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
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36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
both the LSS Passthrough (611) and Preschool (619) allocations the LSS has the flexibility regarding whether the reservation is made with 611 funds 619 funds or both An LSS retains this flexibility regardless of the age of the children who will be receiving CCEIS Regardless of how an LSS chooses to reserve IDEA Part B funds there must be documentation that the full 15 percent were reserved and used to provide CCEIS in accordance with sect300646 (d) Also see 34 CFR sect76731
The CCEIS funds are reserved to serve children who are not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in a general educational environment Additionally the reserved CCEIS funds may be used to serve children currently identified as requiring special education or related services (funds may be used primarily but not exclusively for these children)
To complete the SFY 2021 CCEIS Plan refer to SFY 2021 Book 4 LAFF CCEIS Submissions Workbook for guidance related to the required components of the SFY 2021 CCEIS Plan Template (Book 4) the MSDE Grant Budget (C-1-25) (Book 3 ATTACHMENT 20A) and Budget Detail Form (Book 3 ATTACHMENT 20B) Submit a pdf copy of the fully executed SFY 2021 CCEIS Plan Grant Budget (C-1-25) and the Budget Detail Form no later than May 29 2020 for required CCEIS and if applicable the voluntary CEIS
Voluntary Coordinated Early Intervening Services (CEIS)In accordance with 34 CFR sect300226 an LSS may use up to 15 percent of its IDEA Part B Passthrough (611) and Part B P r e s c h o o l Passthrough (619) allocation to develop and implement CEIS for students in grades K-12 not currently identified as requiring special education or related services but who need additional academic and behavioral support to succeed in the general education environment An LSS opting for voluntary CEIS must contact their MSDE Grant Liaison prior to the submission of the SFY 2021 LAFF The MSDE Grant Liaison Contact List is available i n Appendix D (State Resources)
The completion of the SFY 2021 CCEIS Plan Grant Budget (C-1-25) Budget Detail Form Interim ProgressCumulative Variance Report and the Final ProgressCumulative Variance Report are mandatory for required CCEIS or voluntary CEIS Contact the assigned MSDE Grant Liaison for instructions
VIII Comparative StaffingFunding Data FormInclude the completed SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (ATTACHMENT 16) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook To complete this form use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 See Appendix D (State Resources)
This SFY 2021 Comparative StaffingFunding Data Form is designed to show the staffing
11
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
patterns by position and funding source for the current and projected year and should include salaries for personnel on payroll The SFY 2021 Comparative StaffingFunding Data Form includes data related to 611 Passthrough and CCEIS if applicable and 619 Preschool Passthrough and CCEIS if applicable
Indicate the total current number of positions in each category The figures in the SFY 2020 column are actual positions for the current fiscal year The figures in the SFY 2021 column are those budgeted for the SFY 2021
Clarifications
The term Classroom Teachers includes home hospital and resource teachers
Speech Pathologists may be instructional personnel or related service personnel Include contractual positions in the footnote commentary
Other may include physical education instructors vocational education instructors educational assistants clerks etc
Use full-time equivalent (FTE) for those positions which are assigned part-time or full-time to special education and are paid from special education funds
Report the amount of salaries budgeted for the FTE positions in the Salary column
IX Preschool Special Education and Related Services ExpendituresDuring the 2011 General Assembly Session the Senate Budget and Taxation Committee and the House Appropriations Committee charged the MSDE with gathering data on the level of State and local funds including transportation funds expended for the provision of special education and related services to prekindergarten age children with disabilities Through the preschool budget and expenditure reporting the MSDE has established a process for comparing the level of funding from each category or source over fiscal years and across LSSPAs as well as providing the basis for examining the proportionate share of the total program costs among the federal State and local funding sources
Include the completed SFY 2021 Special Education amp Related Services BUDGETED Expenditures Report (ATTACHMENT 17) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
SFY 2021 Special Education amp Related Services BUDGETED Expenditures The budgeted expenditures form should include funds to support three four and five year olds with disabilities served under an Extended IFSP or IEP Extended funds from the previous fiscal year should also be included
SFY 2021 Special Education amp Related Services ACTUAL Expenditures Th i s f o rm should be
12
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
submitted as part of the final fiscal report and submitted by November 30 2021
Children Served
ldquoChildren Served Under an IEPrdquo should be reported as two groups under the appropriate column Both columns should total the number of 3 through 5 year olds served under an IEP in the jurisdiction
Ages three four and 5-year-old children participating in a preschool program and not enrolled in kindergarten may include children on a kindergarten waiver
5 year olds enrolled in their kindergarten year (eg kindergarten class in a general education setting self-contained special education kindergarten attending a special education center etc)
Children ages three and four served under an Extended IFSP
Funding Sources
Federal IDEA Part B Section 619 Preschool Passthrough (Ages 3 through 5) These funds are awarded annually and included as a separate funding source in the letter of estimated allocations and on the Notice of Grant Award (NGA) (Do not include 619 funds awarded through the CLIG)
Federal IDEA Part B State Passthrough (Ages 3 through 21) Includes funding from the Local Part B State Grant that supports staff salaries costs of contractual services purchase of materialssupplies and professional development with coaching for the provision of services to 3 through 5 year olds eligible for special education and served under an IEP or Extended IFSP (Do not include 611 funds awarded through the CLIG)
Other Federal Funds from sources other than Medical Assistance Part B 619 Preschool Passthrough or Part B 611 Passthrough
Medical Assistance - Includes MA funds generated through billing for Service Coordination Related Services Health Related Services and Transportation
State Funding - Includes State Bridge to Excellence funding
Local Funding - Includes local education funds and other local government funds
NOTE Do not include discretionary funds awarded under a competitive or non-competitive grant
Costs
Administrative and Direct Services should be reported as combined totals under the appropriate age population and service delivery model (eg 3 4 a n d 5 under an IEP and 3 amp 4 under an Extended IFSP)
13
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Transportation Costs should be identified as applicable under the appropriate funding source(s)
System-wide Operational Costs specifically for building maintenance structural renovations or new construction SHOULD NOT be included in calculating the costs of providing services to 3 through 5 year olds regardless of service delivery model
X Medicaid FormsInclude the completed Medicaid ndash Federal Funds SFY 2021 form (ATTACHMENT 18) and the MSDE Grant Budget C-1-25 (ATTACHMENT 19) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook For detailed instructions to ensure accurate entries on these two forms See Appendix E Directions for Completing the LAFF Medicaid Forms
Medicaid - Number of Positions and Total Salaries
Medicaid ndash Federal Funds SFY 2021 form (Attachment 18)
Identify the actual number of full time equivalent (FTE) positions supported by federal funds in the current fiscal year
Identify the number of budgeted full time equivalent (FTE) positions in the column labeled ldquoNumber of Positionsrdquo Do not include positions paid with State general funds
Use the staffing categories as indicated in the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Add additional lines if needed
Identify the dollar amount of federal Medicaid funds that will support the identified positions in the ldquoTotal Salariesrdquo column
Medicaid Proposed Budget (MSDE Grant Budget C-1-25) (ATTACHMENT 19)
The MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 should be used as a guide for the Category and Budget line items Utilize the MSDE Grant Budget C-1-25 to provide budget documentation for approval of federal Medicaid funds Entries must reflect the total amount of federal Medicaid funds for each budgeted line item Do not include positions paid with State general funds
XI Budget Information Include the completed Grant Budget ( C-1-25) (ATTACHMENT 20A) and the Budget Detail Form (ATTACHMENT 20B) located in the SFY 2021 Book 3 LAFF Submissions EXCEL Workbook A separate MSDE Grant Budget (C-1-25) and Budget Detail Form must be completed for each grant line listed on the SFY 2021 Estimated Allocation Sheet Enter only whole numbers on the Grant Budget Form (C-1-25) and Budget Detail Form
14
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
For the Local Implementation for Results Plans (LIR) a separate Grant Budget (C-1-25) and Budget Detail Form must be completed for each imperative (Early Childhood Secondary Transition and Access Equity and Progress) Scan all documents and upload to the MSDE Secure Web Client Refer to the SFY 2021 Book 2 Submissions WORD Workbook for specific requirements for each imperative grant The due date for the LIR is August 14 2020
Use the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 as a guide for Category and Object line items See pages 65 through 70 for a detailed description of the object classifications
On the Budget Detail enter
The grant nameline initiative (may be selected from the drop down menu)
The CategoryProgram (refer to the Grant Budget Form (C-1-25)
The Object (may be selected from the drop down menu) and
A description of each item Include a unit cost and number of units if applicable in the description
NOTE Indirect Costs may be charged only to the Part B Passthrough and Part B Preschool Passthrough grant lines If charged indicate the approved indirect cost rate in the description column of the Budget Detail Form Indirect costs are to be entered under Budget Object 8 Transfers Refer to Appendix F-iv of the MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014 Do not include indirect costs to discretionary funds
XII Reporting RequirementsAll recipients of federal IDEA funding are required to use OMB-approved standard information collections when providing financial and performance information Grantees are required to relate financial data to performance accomplishments in a manner that demonstrates improved program outcomes lessons learned and the adoption of promising practices As such the MSDE DEISES has developed a guidance document Appendix F related to the completion of the Interim ProgressCumulative Variance Report the Final ProgressCumulative Variance Report
The timely submission of financial and performance reporting is a requirement of all LSSPAs Failure to submit reports in a timely manner will result in a finding of noncompliance and may affect the LSSPArsquos ability to apply for future discretionary grants SFY 2021 Part B Passthrough and Preschool Passthrough funds are intended to be obligated during the 2020-2021 school year If these funds are not completely obligated by September 30 2021 an Annual Financial Report (AFR) must be filed in the AFR System An LSS designated as Payment Code 1 files the AFR utilizing the MSDE AFR System by indicating ldquoArdquo and reporting the expenditure of funds
15
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
occurred the reporting period The LSS is required to submit the Final Financial Report in the AFR System reporting total expenditures for the grant period as noted on the Notice of Grant Award
For LSSPAs designated as Payment Code 0 the Annual and Final Financial Reports are submitted using the paper version of the Financial Report for the appropriate reporting cycle In addition to this report LSSPAs designated as Payment Code 0 must submit regular invoices as identified in the Notice of Grant Award
Note First-inFirst-out liquidation is an expected practice for all subrecipients of federal IDEA grant funds
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XIII Grant AmendmentsAn LSSPA is required to submit a Request for Budget Amendment (C-1-25 B) for all changes to the original grant including but not limited to programmatic changes and budgetary realignments of $1000 or 15 of total object andor total category of expenditures whichever is greater (2 CFR sect200308 and State Assurances 8 and 9) Requests for budgetary realignment must also include a Grant Change Request (C-1-25-A) an updated Grant Budget (C-1-25) and a Budget Detail Form Requests to amend a grant may be submitted at any time during the fiscal year but no later than 45 days prior to the end of the grant period
XIV Payment Schedule CodesPayment Schedule Code 0 - Grants on Payment Schedule Code 0 (manual payment) located on the Notice of Grant Award in the Account code information section column 7 indicates that payments will be based upon actual expenditures as reported through the submission of a monthly invoice directly to the assigned DEISES Grant Liaison
Payment Schedule Code 1 - Grants on Payment Schedule Code 1 indicates that payment will be made on a monthly basis and based upon actual monthly expenditures as reported by the LSSPA to the MSDE Accounts Payable Department Maintenance of Payment Schedule Code 1 is dependent upon prompt submission of progress and financial reports Only LSSs have access to the AFR System and are eligible for Payment Schedule Code 1
Under both payment schedule codes payment of invoices may be impacted by omissions andor the late submission of progress and financial reports
16
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
The final grant payment will not be made until the LSSPA has marked the Financial Report in the AFR System Final F (PAs submit the paper version of the Financial Report indicating ldquoFrdquo for Final)
After a grant is marked ldquoFrdquo in the AFR System the LSS must notify the assigned grant liaison to make changes to the grant in the AFR System
XV Discretionary Funds for Strategic PrioritiesAn LSSPA should align the identified focus area(s) of need within the context of a Birth through 21 comprehensive and coordinated system of services with clear connections to the State Performance Plan All discretionary funds must be used to address State identified priorities build capacity andor provide innovation(s) for the delivery of services to improve results for infants toddlers children and youth with disabilities and their families Discretionary grant applications which include professional learning activities are inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning (httpslearningforwardorgstandards)
Eligibility
An LSS may only participate in the SFY 2021 discretionary funding opportunities within the LAFF if the ldquoMaintenance of Effortrdquo requirement for SFY 2020 is met
Regulations regarding discretionary funds
34 CFR 300704(b)(4)(i-xi)
Regulations regarding allowable expenditures of federal funds17
SFY 2021 LAFF
15 Month Discretionary GrantsPlansDue with submission of LAFF to MSDE by May 8 2020
Grant period 712020 - 9302021SECAC
ConsortiaFamily Support Systems Plan
Regional Professional Learning OpportunitiesState Systemic Improvement Plan (SSIP)
TIES Center
24 Month Discretionary GrantsSeparate submission due to MSDE no later than
August 14 2020Grant period 1012020- 9302022Local Implementation for Results Plans
Early Childhood-LIRSecondary Transition-LIR
Access Equity and Progress-LIR
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
2 CFR sect200400-200 Subpart E ndash Cost Principles
Use of Discretionary Funds
The LSSPA shall ensure that federal funds are used to supplement not supplant local and State funds that are currently or have been used to support services for infants toddlers children and youth with disabilities and their families
An outcome of the use of discretionary funds is the reduction in the achievement gap for students with disabilities
Use of funds must include benchmarks for success and measurable outcomes supported by data
Use of funds must align with the State Performance Plan (SPP) Indicators with results data confirming focus and progress on indicators
Professional learning activities are inclusive align with State and local priorities identify the targeted participants in addition to the expectations for implementationfollow-up
Acceptance and use of discretionary grant funds must comply with all applicable federal and State statutes and regulations related to fiscal management
15 month discretionary funds may only be extended with written approval of the Assistant State Superintendent of the DEISES
Discretionary funds may be used to fund contractual staffing positions ONLY with written approval from the Assistant State Superintendent DEISES The proposal must include communication of the temporary grant-based nature of the position
Requests to purchase supplies and materials must directly align with the grant and must support the grant activity
Supplies and materials including mobile devices cannot exceed more than 10 of each Local Implementation for Results grant award Requests to use more than 10 of the grant award to purchase supplies and materials must receive prior written approval from the Assistant State Superintendent DEISES
Requests to purchase mobile devices must provide a written justification including
o A training plan with follow up coaching for the use of the mobile devices for teachers andor paraeducators
o An impact statement for direct use by students andor teachers and paraeducators with measurable outcomes
o A Sustainability and Maintenance Plan and
18
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
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36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
o Demonstrated alignment with the LSS Technology Plan
The LSSPA must maintain written policies and procedures for the inventory management and information maintenance of sensitive items acquired in whole or part with federal grant funds Policies must include
Description manufacture serial model number award number acquisition date cost location
Physical location of the equipment and
Control system to ensure adequate safeguards to prevent loss damage or theft
The LSSPA must demonstrate by way of explicit outcome data how the mobile device will impact student outcomes
Discretionary Funds may not be used for
Construction or renovation
Indirect or administrative costs
Food (for exceptions refer to Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings)
Alcoholic beverages
Promotional items memorabilia including models gifts and souvenirs and
Entertainment costs
15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)Due to MSDE May 8 2020SECAC
Resources are allocated through the grant process to provide each local director of special education with meaningful input as to the needs of students with disabilities within the local jurisdiction through a Special Education Citizenrsquos Advisory Council (SECAC) Utilization of grant funds is expected to support the operation of the LSS SECAC SECAC operates as a partnership among parents and families community leaders and organizations educators and administrators at the local level On September 28 2004 the Maryland State Board of Education adopted regulations for each local school system to establish a SECAC to advise the local school system on the needs of students with disabilities within the jurisdiction COMAR 13A050213I
19
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Each LSS must comply with the requirements of COMAR 13A0502131 All funds should be fully expended within the grant period
Include the completed SECAC form (ATTACHMENT 11) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Consortia (Mid-Shore) Part B 619 and 611
Existing consortia must comply with the application requirements described for discretionary funds within the LAFF The lead LSS must submit an aggregate budget and scope of workplan for the use of funds Additionally consortia are required to adhere to the established reporting timeline of the LAFF
Include the completed Consortia form (ATTACHMENT 12) located in the SFY 2021 Book 2 LAFF Submissions WORD Workbook The scope of workplan must include
A description of the services andor activities to be provided
Data related to program improvement based on the identified area(s) of focus
SECAC and Consortia documentation must each include a
Program Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form (including staffing consultants travel professional development with coaching etc) SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Family Support Systems Plan
The SFY 2021 Family Support Systems Plan provides the opportunity for the LSSPA to construct a plan which fosters strong family partnerships These partnerships support school and community personnel in their effort to empower families to make informed decisions and contribute to their childrenrsquos educational success Collaboration is essential in promoting family engagement Family Support Systems discretionary funds may be used to support the work of local family partnerships and targeted needs relative to State Action Imperatives Early Childhood Secondary Transition and Access Equity and Progress Targeted strategies for cultivating family partnerships are noted in the DEISES State Strategic Plan Moving Maryland Forward and may be helpful in the development of a local plan The Family Support Systems Plan is developed using the Team ndash Analyze ndash Plan ndash Implement ndash Track (TAP-IT) model to identify improvement targets and establish measurable goals and outcomes that reflect progress toward the improvement area(s)
20
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
The submission consists of a
Family Support Systems Plan Template from the SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Regional Professional Learning Opportunities (PLO)
Support for inclusive team (general educators special educators and local leadership) attendance at State - driven regional professional learning opportunities aligned with Early Childhood Secondary Transition and Access Equity Progress action imperatives Refer to the SFY 2021 Estimated Allocation Sheet for the specific Part B PLO allocation Funds may be used for mileage tolls hotel accommodations stipends meal reimbursement (for meals not provided) and transportation at the rate prescribed in local reimbursement policies The submission consists of a
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
For SFY 2021 each of the four Local School Systems involved in the Part B SSIP will receive a one-time supplemental grant to continue implementation scaling up and evaluation of the SSIP activities to promote progress in math performance for elementary students with disabilities Examples of use for these funds may include
a Professional learning to enhance local implementation of identified Evidence-Based-Practices (EBPs) to improve mathematics outcomes for students with disabilities in grades 3 through 5
b Professional learning to scale up implementation of identified EBPs to additional schools
c Professional learning to increase the quality and effectiveness of the IEP process focused on writing achievable IEP goals that effectively narrow the gap and accelerate progress for students with disabilities
d Ongoing content or strategy coaching to support implementation of the identified EBP
e Strengthening data collection activities to evaluate the impact of EBPs on student performance andor
f Stipends to encourage participation (family and teacher) in local implementations activities including participating in the Parent Teacher Partnership modules
21
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
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36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
The submission consists of a
State Systemic Improvement Plan (SSIP) Template (ATTACHMENT 14) SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and
Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Reporting Requirements for 15 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for grant lines
ending September 30 2021
August 15 2021 ndash Grant Amendment Requests for all SFY 2021 grant lines ending September 30 2021
November 30 2021 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 grant lines ending September 30 2021
24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022) Due to MSDE no later than August 14 2020Local Implementation for Results (LIR) Plans
The 2021 Local Implementation for Results (LIR) Plans are intended to provide continuation funding to address systemic change priorities identified by local school systems and public agencies serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFYs 2018 - 2020 offered LSSs and PAs the opportunity for local teams to continue to sharpen their focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices with fidelity designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families LIR plans which include professional learning activities must be inclusive and needs-based ensuring that professionals paraprofessionals and all appropriate personnel providing special education related services andor general education services have the essential skills and knowledge necessary to improve outcomes for children and youth with disabilities and their families Professional learning activities are aligned to State and local priorities and the Standards for Professional Learning
22
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
(httpslearningforwardorgstandards)
Building a Comprehensive System of Access Equity Progress
NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
In alignment with Marylandrsquos elevated focus to support socialemotional and behavioral needs of students with disabilities the SFY 2021 AEP LIR must include an analysis of data focused on the definition use documentation and reporting of physical restraint and seclusion for students with disabilities prior to during and following the IEP Team process To accelerate student progress through specially designed instruction (SDI) local implementation teams examine the relationship between the collaborative development implementation and evaluation of functional behavior assessments (FBAs) behavior intervention plans (BIPs) IEP goals and objectives supplementary aids and other supports and services to determine the extent to which IEPs are aligned with best practices to meet the social emotional and behavioral needs of students thus ensuring that restraint and seclusion is used only when there is an emergency situation that makes it necessary to protect a student or another person from imminent serious physical harm This requires a proactive responsive and predictive plan Local implementation teams must use a variety of data sources in their analysis including the formal data submitted and publicly reported in Restraint and Seclusion Data Collection Findings and Recommendations reports released on December 1 2018 and December 1 2019 Please refer to the following resources as your local implementation team completes a data analysis and if necessary plans response activities
COMAR 13A0804 (Student Behavior Interventions) MSDE DEISES Technical Assistance Bulletin Student Behavior Interventions Physical Restraint
and Seclusion Supplement on Students with Disabilities (July 2019) IEP Process Performance Indicators
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate
Local Implementation for Results Plan template SFY 2021 Book 2 LAFF Submissions WORD Workbook
Grant Budget Form (C-1-25) and Budget Detail Form SFY 2021 Book 3 LAFF Submissions EXCEL Workbook
Flexibility Options
Flexibility options are available for the reallocation and use of LIR discretionary funds Funding may be realigned to address work across imperatives andor jurisdictions
Work Across Imperatives may require a request to increase the allocation for a specific 23
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
imperative while decreasing the allocation of another (eg the LSS increases the allocation for EC ndash LIR by $5000 and decreases the allocation for ST-LIR by the same amount)
Work Across Jurisdications may require a collaborative commitment of funds among a cluster of LSS working together to implement professional learning (4 LSS combine efforts and funding to sponsor professional learning activities including a contracted trainer in order to meet unique local needs)
A written request to the Assistant State Superintendent of the DEISES to utilize this local flexibility option must be submitted prior to April 10 2020
Reporting Requirements for 24 Month Discretionary Grants January 31 2021 - Interim ProgressCumulative Variance Report 1 for all SFY 2021
Local Implementation for Results grant lines ending September 30 2022
January 31 2022 - Interim ProgressCumulative Variance Report 2 for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022 This report must include benchmark data to evaluate the progress of your plan If progress has not been demonstrated through the benchmark data on this report the DEISES reserves the right to revert remaining grant funds to the State
August 15 2022 ndash Grant Amendment Requests for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
November 30 2022 - Final ProgressCumulative Variance Report and Financial Report (PAs submit the paper version of the Financial Report marked F for Final) for all SFY 2021 Local Implementation for Results grant lines ending September 30 2022
The MSDE DEISES maintains a comprehensive on-line calendar for the submission of specific reports SFY 2020 and 2021 Timeline for Submissions
XVI Accountability Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal AwardsAll SFY 2021 DEISES subawards of federal funds must be used and accounted for consistent with all program requirements State and federal statutes and regulations grant conditions and the Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards (2CFR sect200)
Resources related to the Uniform Guidance are available at httpscfogovcofar
Subrecipient Monitoring
24
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
In accordance with 2 CFR sectsect200328 and sect200331 the DEISES will monitor the activities of subrecipients of federal funds as necessary to ensure the subaward is used for authorized purposes in compliance with Federal statues regulations and the terms and conditions of the subaward and that subaward performance goals are achieved Monitoring activities may include but are not limited to the provision of training and technical assistance and on-site reviews of operations Monitoring activities must include
Review of required financial and programmatic reports
Follow-up to ensure timely and appropriate action on all deficiencies pertaining to the DEISES subaward detected through audits on site reviews and other means and
Issuance of management decisions for audit findings pertaining to the DEISES subaward as required by 2 CFR sect200521
25
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
This page is intentionally blank
26
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix A ndash Grant Due Dates All LAFF and discretionary grant documents are submitted to the MSDE Secure Web Client Server httpssstmsdemarylandgov on or before the due date A substantially approvable LAFF submission consists of the following items signed by the specified personnel where indicated and attached in this order
Due On May 08 2020 Cover page (submitted with the SFY 2021 LAFF)
Completed LAFF Submissions Checklist with the completed Grant Budget (C-1-25) and a Budget Detail Form for the Part B 611 Passthrough and Part b 619 Preschool Passthrough
DUNS NumberGrantee Contact List and System for Award Management (SAM) screenshot
LSSPA Certification and Lead Agency Representative Assurance
General Education Provisions Act (GEPA) Statement
State Assurances
Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
Federal Local Eligibility Assurances
The SFY 2021 Maintenance of Effort (MOE) Eligibility Template and Certification
A set consisting of the Plan for Parentally Placed Students in Private and Parochial Schools
(PPPSS) Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SECAC Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Consortia Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the Family Support Systems Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Part B State Systemic Improvement Plan Template Grant Budget (C-1-25) and a Budget Detail Form
A set consisting of the SFY 2021 Local Part B TIES Center State Support Discretionary Grant Template Grant Budget (C-1-25) and a Budget Detail Form
SFY 2020 - SFY 2021 Comparative StaffingFunding Data Form (EXCEL)
SFY 2021 Preschool Special Education amp Related Services Budgeted Expenditures (EXCEL)
Medicaid ndash Federal Funds SFY 2021 Form (EXCEL)
Medicaid ndash MSDE Grant Budget (C-1-25) for Federal Funds only(EXCEL)
A Grant Budget (C-1-25) and a Budget Detail Page for each line of the SFY 2021 Estimated Allocation Sheet sequenced in the order of appearance on the Estimated Allocation Sheet
27
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Due On May 29 2020 A set consisting of the CCEIS Plan Template Grant Budget (C-1-25) and a Budget Detail Form
Due On August 14 2020 A set consisting of the Local Implementation for Results (LIR) Plans Template Grant Budget (C-1-25) and
a Budget Detail Form for Early Childhood LIR Secondary Transition LIR and Access Equity Progress LIR
28
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
The Maryland State Department of Education (MSDE) Division of Early Intervention and Special Education Services (DEISES) provides grantees with access to an account on the MSDE Secure Web Client for each grant program This access enables the secure outbound submission of the granteersquos grant related documents at any time of day 365 days per year Access is also provided to an inbound folder to receive grant documents disseminated by the grant program Grantees must submit all required submissions including pdf-formatted grant application reporting and amendment request documents through the MSDE Secure Web Client
Grantees must upload documents to the ldquoTo MSDErdquo folder and will receive documents sent by the MSDE DEISES in the ldquoFrom MSDErdquo folder After a document is uploaded to the MSDE Secure Web Client the file name will be displayed with the time-stamp of the upload The MSDE DEISES recommends that grantees save a screen shot of this information as proof of submission The MSDE DEISES does not routinely search the MSDE Secure Web Client Server for submitted documents After uploading documents grantees must notify their designated fiscal grants liaison of the upload by email specifying the names of the uploaded documents to ensure timely processing
The MSDE Secure Web Client is intended for file transfer only not file storage Files sent by the MSDE DEISES to grantees are subject to deletion from each accountrsquos inbound directory 90 days from the date of posting Therefore the MSDE DEISES recommends that documents sent to the grantees be immediately downloaded and saved to local storage facilities
The MSDE DEISES has designated the program directorproject manager for each grant as a Grants Submission Coordinator (GSC) Each GSC has been given access to the grant files on the MSDE Secure Web Client and can log in at httpssstmsdemarylandgov using hisher email address registered with the grant and a provided password Separate access is provided for each individual user (No shared accounts) To change the designated GSC or to request access for additional personnel the GSC must contact the designated fiscal grants liaison The GSC has ongoing responsibility for ensuring that only authorized individuals have access to the MSDE Secure Web Client and must immediately notify the designated fiscal grants liaison by email to deactivate access for as an example an employee who leaves the employ of the grantee
Upon the initial log on users will be required to create a new password Usernames and passwords are case sensitive Passwords will expire after 90 days and must contain at least
6 characters
One alpha character
One numeric character and
29
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
One special character
Pictured below is the screen that users will see after successfully logging on to the MSDE Secure Web Client Users will see the Shared Folders (with ldquoSFrdquo prefix) to which they have been granted access
To upload files to those folders
1 Double click on the folder to which you want to upload a file
2 Either drag and drop a file into the web browser or click the upload button
File Naming Convention
Grantees are responsible for ensuring that each submission is uploaded separately and is labeled according to the following specifications
For all grant applications the name of the file must be constructed as follows
FileCode_EntityID_SFY_GrantNameCode_APPpdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
30
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
3 Grant Name Code from the list below followed by ldquo_rdquo
4 The word APP followed by the file extension pdf
Example PBG_LSS02_2020_LAFF_APPpdf (This would be the file name for Anne Arundel County Public Schoolsrsquo submission of the SFY 2021 LAFF Grant application)
For all grant amendment requests and reports the name of the file must be constructed as follows
FileCode_EntityID _SFY_GrantNameCode_Grant _TypeCodepdf
1 FileCode and EntityID each followed by an ldquo_rdquo correspond to the sections after the prefix ldquoSFrdquo of the MSDE Secure Web Client folder name to which the submission is being uploaded
The options are
PBG ndash IDEA Part B Grants
NONG ndash Non-LSS Grants
2 Four-digit State Fiscal Year (SFY) followed by ldquo_rdquo
3 Grant Name Code from the list below followed by ldquo_rdquo
4 Grant Number including the Line Number from the Notice of Grant Award followed by ldquo_rdquo
5 Type Code from the list below followed by the file extension pdf
Example PBG_LSS13_2021_PPPSS_21542302_FPRpdf (This will be the file name for Howard Countys submission of its Final ProgressCumulative Variance Report for its SFY 2021 LAFF Line 2 of hypothetical grant number 215423)
GRANT NAME CODES
LAFF (Initial Application) LAFFPassthrough PASSPassthrough PPPSS PPPSSPassthrough CCEIS PTCCEISSpecial Education Citizens Advisory Committee SECACConsortia PTCONPSCONEarly Childhood Implementation ECLIRSecondary Transition Implementation STLIRAccess Equity and Progress Implementation AEPLIRFamily Support Systems FSSProfessional Learning Opportunity PLOPreschool Passthrough PSPASSPreschool PPPSS PSPPPSSPreschool CCEIS PSCCEISState Systemic Improvement Plan SSIP
31
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
TIES Center for State Support TIES
GRANT TYPE CODES
Application APPAmendment AMDInterim Progress Report amp IPCVRCumulative Variance2nd Interim Progress Report amp IPCVR2Cumulative VarianceFinal Financial Report (Paper) FFRPayment Code 0 Invoice INVAnnual Financial Report (Paper) AFR
LSSPA CODES
01 = Allegany 09 = Dorchester 17 = Queen Annersquos 27 = MSDEJSE02 = Anne Arundel 10 = Frederick 18 = St Maryrsquos 28 = Not used03 = Baltimore County 11 = Garrett 19 = Somerset 29 = Adult Corrections04 = Calvert 12 = Harford 20 = Talbot 30 = Baltimore City05 = Caroline 13 = Howard 21 = Washington 32 = SEED School06 = Carroll 14= Kent 22 = Wicomico 33 = MD SchoolBlind07 = Cecil 15 = Montgomery 23 = Worcester 34 = MD SchoolDeaf 08 = Charles 16 = Prince Georgersquos
32
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix C ndash System for Award ManagementSystem for Award Management (SAM) and Sample Active SAM Record Status
The US federal governmentrsquos System for Award Management (SAM) validates the Taxpayer Identification Number (TIN) and Taxpayer Name of each new and updating registrant with the Internal Revenue Service (IRS)
This is one step in the process The registration will NOT be considered Active until a Commercial And Government Entity (CAGE) Code is validated or assigned by the Defense Logistics Agency (DLA) if applicable Please note that the registration must be in Submitted status in order for a CAGE Code to be assigned or validated
Follow the instructions below to check the status of your registration and to submit your record if you have not already done so
1) Log into SAM with your username and password
2) Click on RegisterUpdate Entity
3) Click on Incomplete Registrations
4) Select the entity
5) Click on View to view the status of your registration
6) Click on Update to complete the process and submit
Please note that federal regulation requires review of every page in the registration in order to submit So start at the beginning reviewupdate the content as required and click Save and Continue on each page At the end be sure to click Submit You will see a ldquocongratulationsrdquo message on the screen when you successfully submit your registration
You will receive a confirmation email once the registration is activated You may check your status at any time by following steps 1 through 5 above If your registration does not reach the Active status within 7 business days you may contact the SAM help desk the Federal Service Desk at httpwwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international)
The Commercial And Government Entity (CAGE) Code is a five-character ID number used extensively within the federal government The Defense Logistics Information Service (DLIS) who administers the CAGE Code system has a CAGE Code Search feature on the internet (the link is below) that will help you determine if a code has been previously assigned to your organization httpwwwlogisticsinformationservicedlamilBINCSbegin_searchaspx
For those not listed in the database the CAGE request process is incorporated into the SAM registration Therefore your entity will be assigned a CAGE Code during the processing of your
33
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
registration Once your registration is active you can view your CAGE Code on the web by logging into your SAM account
Note Foreign organizations that perform work outside the United States are required to register in SAM in order to receive a contract They must first obtain a North Atlantic Treaty Organization (NATO) CAGE (NCAGE) Code from the appropriate source The NCAGE Code can be obtained directly from the Codification Bureau in their country Please view the up-to-date list of countries and the information necessary to contact the Codification Bureau by visiting their web site at httpwwwdlisdlamilFormsForm_AC135asp
For assistance please contact the Federal Service Desk at wwwfsdgov or by telephone at 866-606-8220 (toll free) or at 334-206-7828 (international) The System for Award Management (SAM) Administrator httpswwwsamgov
Sample Active SAM Record Status
34
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix D- State amp Federal Resources(Available for Download)
The following documents are available for download at Maryland Public Schools DEISES Resource Management and Monitoring
State Resources
Monitoring Instrument - Ensuring Equitable Participation of Parentally Placed Private School Students (PPPSS)
MSDE Grant Liaison and Programmatic Contacts List
MSDE Financial Reporting Manual for Maryland Public Schools Revised 2014
LSSPA Grant Submission Procedures
Federal Resources
US Office of Management and Budget (OMB) Circulars
IDEA Part B Regulations
Education Department General Administrative Regulations (EDGAR) and Other Applicable Grant Regulations
GEPA Section 427 Information
Memorandum to ED Grantees Regarding the Use of Grant Funds for Conferences and Meetings
Letter from the US Department of Education regarding the use of Grant Funds to Support Innovative Technology-Based Strategies to Personalize Learning
Letter from the US Department of Education Regarding LEA Level of Effort Required in the Year Following a Failure to Meet MOE
35
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36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
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38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
This page is intentionally blank
36
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix E - LAFF MedicaidDirections for Completing the LAFF Medicaid Forms
Attachment 18mdashMedicaid Federal Funds SFY 2021 Attachment 19mdashGrant Budget C-1mdash25
37
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
This page is intentionally blank
38
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix F1 ndash Interim Progress Reports Guidance
39
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
40
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix F2 ndash Final Progress Reports Guidance
41
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
42
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix G ndash SFY 2021 LIR Plan InstructionsEarly Childhood Secondary Transition Access Equity Progress
Grant Period October 1 2020-September 30 2022 (24 months)
The 2021 Local Implementation for Results (LIR) Plans are intended to provide a continuation of funding to address systemic change priorities identified by LSSLLA and PA serving children and youth with developmental delays and disabilities ages birth through twenty-one and their families The Regionalization for Results Professional Learning Opportunities conducted in SFY 2018 SFY 2019 and SFY 2020 offered LSS and PA the opportunity for local teams to continue to elevate performance with a focus on systemic change in the three Moving Maryland Forward Strategic Imperatives Early Childhood Secondary Transition and Access-Equity-Progress Consistent with grants submitted for SFY 2018 - SFY 2020 SFY 2021 grant proposals must focus on innovative evidence-based practices designed to improve outcomes and narrow the performance gap for children and youth with disabilities ages birth through twenty-one and their families
SFY 2021 grant submissions for each of the three Strategic Imperatives require completion of the appropriate Local Implementation Plan for Results Discretionary Funding template MSDE Grant Budget form C-1-25 and Budget Detail Materials and supplies for each of the grant proposals is capped at 10 percent
General Considerations for LIR Plan Development Use your MSDE Liaison for technical assistance in developing and implementing your
plan Consider sharing a draft of the plan prior to getting signatures to share ideas and feedback
Plan activities that take into account lessons learned from previous plans to continue building and sustaining a comprehensive system
Plan for sustainability from the beginning and revisit throughout the grant period Consider both the current infrastructure factors (includes consistent messaging about
evidence-based practices and allocation of resources and supports) and professional learning factors (includes staff selection training coaching performance assessmentfidelity) that facilitate or impede implementation of evidence-based practices
Ensure that internal and external partners critical to successful implementation of the local plan are included on the local team with roles and expectations for participation in the plan implementation clearly articulated for all members
Coordinate the activities of the local implementation teams to meet at least quarterly for data review and make adjustments to the plan as appropriate
Utilize a data analysis strategy (eg Fishbone 5 Whyrsquos) to determine possible root causes and determine areas of needed improvement (priority focus)
Align priority area(s) and goals with the results of the local data analysis
43
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Develop and state goals in measurablequantifiable terms with a target audience(s) specified and projected timeline(s) for completion
Identify the associated Part CPart B State Performance Plan (SPP) indicator(s) for each goal
Include in-kind contributions from implementation plan partners (fiscal personnel other) and indicate how the budget supports plan implementation
Consider sharing resources for joint (local and regional) plan activities Specify data collection tools andor fidelity measures related to implementation of a
selected evidence-based practice(s) Include benchmark data as a measurement of progress towards reaching goal(s) Ensure that professional development strategies support the achievement of specific
goal(s) and are not a goal in and of itself
Additionally each grant proposal must demonstrate the use of the components of the TAP-IT Model for Data-Informed Decision Making to guide their work
TEAM
A successful team has all the critical decision-makers at the table who collectively have expertise necessary to implement evidence-based strategies and to develop and maintain the system and infrastructures to support implementation as intended In addition to suggested members of the local implementation team consider including families interagency general education non-public Research and AccountabilityData Leads institutes of higher education community and other systemic partners Additionally highly performing teams meet at least quarterly to review data and make plan adjustments accordingly
Suggested members for each action imperative are
Early Childhood
bull Staff fulfilling the roles and responsibilities of the
o Local lead agency headspecial education director
o Local infants and toddlers program director
o Preschool special education coordinator and
o General education early learning supervisor
o Others might include family members early care and education partners non-public programs with an early childhood component and institutions of higher education (IHE) early childhood representatives
44
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Secondary Transition
bull Staff fulfilling the roles and responsibilities of the
o Special education director
o Secondary transition coordinator and
o General education counterpart on a related position (eg student services career amp technology education guidance)
o Other critical roles to consider are family members other general education partners as well as other community transition partners
Access Equity Progress
bull Staff fulfilling the roles and responsibilities of the
o Local special education director
o Chief Academic Officer
o Lead for BehaviorPBIS Coordinator
o IEP Chair Coordinator and
o AccessEquityProgress or SST Team Coordinator
o Other roles to consider are Research and AccountabilityData Leads Non-public representatives community partners and families
Analyze
Have a discussion with your MSDE DEISES liaison to think about your SFY 2019 and SFY 2020 LIR grant activities within the context of your priority areas Compare current data to previous data to reveal progress or trends and to adjust or determine additional goal(s) Data may be collected from formal sources such as SPPAPR indicators and fidelity tools or informal such as observations and anecdotal
A data analysis strategy (eg 5 Whys Fishbone) should be employed to determine and document possible root causes Identify which strategiesactivities are working and which are not working and why and identify if it is a personnel development or an infrastructure factor Personnel development activities include staff selection training across service providerssystemsschools coaching performance assessment and fidelity for successful implementation Infrastructure considerations include allocation of resources staffing patterns use of data and consistent messaging Both must be considered within the context of development implementation and evaluation of evidence-based practices with fidelity within a comprehensive system
45
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Based on SFY 2019 and SFY 2020 LIR grant activities build your comprehensive system and root cause analysis of current data reflect on where you were initially where you are today and where you want to go Indicate the need to modify current plans and identify the priority area(s) for the SFY 2021 plan proposals
Possible Data Sources for Each Imperative Include
Early Childhood
bull SPPAPR Indicators (review current and trend data)
o Child Outcomes (Part C Indicators 3A-C Part B Indicators 7A-C)
o Preschool LRE ndash Part B Indicators 6A 6B
o FamilyParent Survey data ndash Part C Indicator 4 Part B Indicator B-8
bull IFSPIEP Process Performance Indicators
bull National Indicators of High Quality Inclusion
bull Evidence-based practices with fidelity
o Fidelity Checks (eg COS Process Fidelity Tool Attitudes amp Beliefs Checklist COS-TC SEFELPyramid Model Benchmarks of Quality PSP Checklist RBI Checklist)
o DEC Recommended Practice Performance Checklists
o Local implementation of Integrated Tiered System of Supports
bull Early Learning Assessment (ELA) data
bull Kindergarten Readiness Assessment (KRA) data
bull Internal monitoring reviews
bull Social-emotional behavioral data
bull Local policies procedures and practices data (ie referrals IFSPIEP teaming IFSPIEP development implementation amp evaluation)
bull Local staffingFTE data
bull Observational data (ie observed shifts in mindsets and practices)
bull Other (ie results from locally developed surveys feedback from LICCs SECACs ECACs parents community partners)
46
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Secondary Transition
bull SPPAPR Part B Indicators (use current data as available)
o Graduation Indicator 1
o Drop-Out Indicator 2
o Secondary Transition Indicator 13
o Post-School Outcomes Indicator 14
bull Comparison of Local Data re Secondary Transition Decision-Making Process An Effective Tool for Co-Developing Co-Implementing and Co evaluating Secondary Transition Plans
bull Student Services data
o Behavior
o Attendance
bull Maryland Indicators of Effective Transition Practices (ETP) Local Results
bull Local Implementation of Evidence-based practices and predictors with fidelity
bull Stage of Implementation (General and Special Education) of Integrated Tiered System of Supports
bull Division of Rehabilitation Services (DORS) data
o Pre-Employment Transition Services (Pre-ETS) vs Traditional DORS serviceso Youth applications and enrollment
bull Career amp Technology Education data
bull Department of Labor License and Regulation (DLLR) data
bull Enrollment in Americarsquos Job Centers (AJCs)
bull Youth enrollment
bull Employer satisfaction surveys
bull Internal monitoring reviews (IEPTransition plan work-based learning employment)
bull Local policies procedures and practices data (ie referrals IEP teaming IEP development implementation amp evaluation)
bull Other (ie results from locally developed surveys feedback from parents or community partners)
47
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Access Equity amp Progress
bull SPPAPR Report Card Indicators (use current data as available)
bull IEP Process Performance Indicators
bull Local Tiered System of Supports Implementation Data
bull Local Discipline Data (including suspension and expulsion data)
bull Total number of physical restraint and seclusion incidences for students with disabilities
bull Publicly reported data from Restraint and Seclusion Data Collection Findings and Recommendations released December 1 2018 and December 1 2019
bull Student Compass Data Analytics or Independent IEP System Data
bull Fidelity Checklists
bull Formative Student Achievement Data
bull Internal Monitoring Reviews
bull Pre-referral policies procedures and practices
bull Census Data
bull Other (ie results from locally developed surveys feedback from ECACs parents community partners staffing plans)
Plan
The plan identifies the priority goal(s) and related strategiesevidence-based practices that build upon grant activities from SFY 2019 and SFY 2020 as appropriate to scale up and maintain your comprehensive system It is results-driven and reflects the analysis of relevant local data Goals must be stated in measurablequantifiable terms and include projected timeline(s) for completion If continuing or modifying goals from previous years the goal statement andor strategies must clearly describe how it is being scaled up (ie expanding implementation to a new siteschool) built on (ie adding a fidelity measure) or modified (ie adjusting benchmarks to more accurately reflect current pace of change)
The goal must also relate to one or more of the indicators in the Maryland State Performance Plan (SPP)
Strategies must be based on evidence-based practices and should address what specifically will be implemented with fidelity to make progress towards achieving the goal
48
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
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50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Implement
Think about all of the factors that need to be in place to support implementation of evidence-based practices including personnel development and infrastructure Identify the activities needed to make progress towards the goal and indicate whether it is a personnel development or infrastructure activity
Identify who will be involved with the activity If it is a professional learning opportunity include who will be invited to participate from general education and other school personnel as well as cross-system and community partners
Identify the expected month and year the activity will occur or be completed This is not to be open-ended for the term of the grant but a timeline benchmark to monitor progress
Estimate the projected cost of the activity This is not the full budget detail but the expected cost associated with each activity to monitor spend down with grant activities State and federal guidelines for appropriate use of federal discretionary funds must be followed
Track
bull Identify how the team will know that progress is being made to reach the priority goal What benchmark data or what outcome will indicate that programs and practices are shifting in the desired areas Not every activity listed in the implement section will necessarily have an evaluation measure or be a benchmark of progress
bull Identify the key data points that will be collected and analyzed along the way for benchmarks Teams will also need to plan who will collect the data and how
bull Identify how often the team will collect and review the data Consider how often the team meets how often new data-informed decision-making cycles occur and how many goals are being monitored
49
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
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63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
This page is intentionally blank
50
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix H - PlanImplementTrack Examples for Each ImperativeThe following examples in each imperative provide a typical goal statement and evidence-based practices samples of infrastructure and personnel development activities that might be part of implementation and associated benchmarks to monitor progress Examples are meant only to illustrate the thought process and not meant to be inclusive of all implementation activities that might be necessary to reach intended outcomes Additionally costs provided in the examples may not reflect actual costs
Utilize the MSDE DEISES imperative liaisons as thought partners in developing the plan
Early Childhood Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy October 2022 the number of children exiting early intervention and preschool special education programs who demonstrate significant progress in social and emotional development including social relationships will increase by 25 in 2 of 4 ITP sites and 3 of 6 preschool special education classrooms
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact Part C Indicator 3A Summary Statement 1 Part B Indicator 7A Summary Statement
StrategyEvidence-Based Practice(s) to implement to make progress towards goalSEFELNational Pyramid Model to be implemented in 2 ITP sites and 3 PSE classrooms
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Complete Part C and Program-Wide Benchmarks of Quality Infrastructur
e
ITP Director PSE Coordinator Early Learning Coordinator National Pyramid Model trainercoach 2 providers from each program MSDE EC liaison
Oct-Dec 2020 $3000 for NPM trainercoach
51
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Purchase ASQ-SE protocols and scoring database
Infrastructure
ITP Director PSE Coordinator Dec 2020 $2500
Train personnel in SEFELPyramid Model and ASQ-SE Personnel
10 ITP Providers (all disciplines) 15 PSE providers (all disciplines) 3 general early childhood
teachers NPM trainercoach
January 2021 $5000
Monthly Pyramid Model coaching Personnel (same as above) February 2021-September 2022
$15000
TRACK Identify Benchmarks to Measure ProgressHow will it be known that progress is being
made (BenchmarkOutcome)What data will be used to measure progress How often will benchmark data be collected
SEFELNPM program infrastructure components in place
Increased number of Benchmarks of Quality Indicators in place
Annually
All children at pilot sites screened with ASQ-SE at entry and every 6 months
Number of ASQ-SEs completed Every 6 months
Secondary Transition Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 2022 staff from XYZ High School will be trained to support the development and implementation of the MD Transition Digital Portfolio (DP) and youth who have an active DP and who have completed activities within their MD Transition Digital Portfolio (DP) will present their DP at the annual IEP meeting and senior exit meeting as appropriate 100 of the time
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 1B- Graduation 2B- Drop Out 14C- Outcomes
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Stakeholders will participate in trainings on the implementation of the DP using a DP Implementation checklist with follow-up coaching
52
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Students will use the DP to track their progress on transition goals demonstrate their abilities and interests and customize career and post-school pathways based on strengths and needs
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
Technical assistance and training on DP implementation using a DP checklist to identify completion of activities as indicated within the DP homepage
Personnel
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio Reviewers
Monthly beginning September 2020 ndash September 2022
$35000
Bi-weekly meeting and coaching (virtual and in-person) for DP staff on the implementation and completion of a studentrsquos DP tasks
Infrastructure
School-based Site AdministratorsSchool-based Portfolio ManagersPortfolio ReviewersStudents
Bi-weekly beginning September 2019
$20000- Hourly coaching- DP
implementation $2500
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
Completion of tasks within a studentrsquos DP of task cards completed of student presentations or opportunities to speak on progress
Monthly
Completed DP implementation checklist of TA session provided of Training Sessions provided
Monthly
53
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Access Equity Progress Example
PLAN Identify Priority Goal and StrategyEvidence-Based Practice(s) to be Implemented
Goal StatementBy June 30 2022 70 of students with disabilities in grades 3-5 will demonstrate growth toward mastery of the math MCCRS for their enrolled grade level by showing at least 50 growth from their score on the fall administration of the elementary math bench mark to the spring administration in 4 out of 5 targeted schools
Goals must be stated in measurablequantifiable terms with projected timeline(s) for completion
SPPAPR Indicator(s) Impact 3C - Assessment
StrategyEvidence-Based Practice(s) to implement to make progress towards goal Establish district and school level team structure Provide professional learning with ongoing coaching and use fidelity check aligned with professional learning
StrategiesEBPs should address what specifically will be implemented with fidelity to make progress towards achieving the goal
IMPLEMENT Identify Personnel Development andor Infrastructure ImplementationActivities
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team meetings and school SDI team meetings with ongoing coaching
Infrastructure
District Team Contracted SDI Coach Special Education Director and Supervisors Math Supervisor Content Coaches IEP Chairs and Principals from 5 targeted elementary schoolsSchool Team (1 per school) IEP Chair Principal Content Coach
District TeamOctober 2020January 2021April 2021June 2021October 2021January 2022April 2022June 2022School Teams 1x each month
$2000
54
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Activity Who is involved(Inclusive of cross-communitysystemschool partners)
When will it happen
MonthYear
What is the projected cost
District SDI team will provide 4 professional learning opportunities(Developing Implementing and Evaluating SDI for School Leaders and Developing Implementing and Evaluating SDI for Service Providers)
Personnel
District Level Team School Level Team General Education Teachers and Special Education Teachers (Grades 3-5 at 5 targeted schools)
4 full day sessions will be held in October 2019
$6000
TRACK Identify Benchmarks to Measure Progress
How will it be known that progress is being made (BenchmarkOutcome)
What data will be used to measure progress How often will benchmark data be collected
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Process Performance Indicators
Quarterly
SDI plans will be implemented with fidelity Results of SDI Fidelity Monitoring Tool for each teacher MonthlyReviewed Quarterly
Students with disabilities in targeted schools will demonstrate progress toward IEP goals and objectives and grade level MCCRS math standards
IEP Goal and Objective DataMath Unit Assessments
Monthly
Goals and objectives will meet compliance and best practice standards
Math goals and objectives will be measured by the MSDE DEISES IEP Self-Assessment Rating Tool
Quarterly
Reporting Requirements
Interim and Final Progress Reports must contain a detailed status of implementation (ie did an activity happen when it was supposed to) including expenditures and the related benchmark data (ie are you making the expected progress) aligned to each goal Please include information that highlights the reinforcement and sustainability of your comprehensive system
Interim Progress Reports are due January 31 2021 and January 31 2022
Final Progress Reports are due November 30 2022
55
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Clear and consistent communication about your local plan and the progress being made is critical for successful implementation Shared messaging needs to occur across your system inclusive of special education general education and all other schoolagency personnel and with community partners Identify the date(s) and how these updates will be communicated across system and communities
56
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Appendix I ndash Imperative ndashSpecific Guiding QuestionsThe following guiding questions can assist the local team with analyzing key data points identifying the local priority(s) area and monitoring progress as the plan is implemented They are intended as a source of technical assistance for consideration by local teams and are not a required component of the plan itself
Early Childhood
Child Outcomes Summary Process (COS)
bull How are all disciplines trained to implement COS to fidelity including the 4 Core Components (authenticformative assessment age-anchoring COS Rating Prep Tool Decision Tree)
bull How is fidelity measured How are all staff supported with ongoing coaching and annual refresher trainingbull How is the Guide to B-K COS Training and Support used systematically across all team memberssitesprograms bull Does leadership understand what full implementation with fidelity looks like bull How does leadership support successful implementation bull How does leadership create a culture that uses the three outcome areas as the framework for all Birth-K work
IFSPIEP Development
bull How are all providers and teachers trained in writing functional routines-based IFSP outcomes or standards-aligned IEP goalsbull What is the process for reviewing IFSP outcomesIEP goals using the appropriate Review for Evidence of Standards tool How often does it happenbull Does leadership understand how the IFSPIEP supports implementation of individualized interventionSpecially Designed Instruction and related
recommended practices leading to a narrowing of the school readiness performance gap
Preschool LRE
bull How are IEP team chairs teachers and related services providers provided training in the LRE categories specific to preschool special education bull How are elementary school assistant principalsprincipals who may serve as IEP team chairs or team members trained in the IEP process particularly
in the determination of the LRE for each individual preschool studentbull How is current research on inclusion as a recognized evidence-based practice shared with families preschool special education and related services
staff general education supervisors and teachers community-based program staff and other stakeholdersbull Is there specific written guidance on the local LRE determination process for preschool students with disabilities
57
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
bull How are relevant individuals involved in each preschool studentrsquos team including families when developing and discussing goals and instructional strategies
bull How does leadership support the availability of a full continuum of service delivery settings in public schools and community-based programsbull What policies support or serve as barriers to the participation of preschool students with disabilities in regular early childhood settingsbull How is access to the regular early childhood curriculum ensured for all preschool children with disabilities regardless of the LRE
KRA
bull How are special education teachers and related services providers as appropriate provided training in the administration of the KRAbull How is the KRA currently administered (eg census sampling combination)bull How is KRA data used to inform instruction for students with disabilities bull What is the mechanism for sharing of the data between general and special education leadershipbull How have results on the KRA for kindergarten students with disabilities influenced instruction for 3 and 4-year-old preschool students with
disabilities
Secondary Transition
Effective Transition Practices (ETP)
bull Was the ETP Self-Assessment team compiled of representatives from special and general educationbull Was leadership part of the process and teambull Is there a plan to incorporate the ETP across your local system bull Is there leadership involved across middle and high schools in your systembull Is there a process to include stakeholder partners beyond the local school systembull How does leadership create a shift in infrastructure to include secondary transition practices into the existing special education culturebull How will local teams be trained to administer the ETP with fidelitybull How is fidelity measured Will there be ongoing training andor coaching associated with administering the ETP
IEP Development (Transition Plan)
bull What is the process for reviewing transition plans using the 8 components identified under Part B indicator 13 (transition plan of the IEP)bull Is there a connection between compliance of Indicator 13 and the identification of evidence-based practices and predictors of the transition planning
processbull Is there support from leadership in identifying a process (programmatically and through staffing) that supports the review and documentation of the
IEPtransition plan review processbull Is there recognition and support from leadership that views the development of transition plans as important or aligned with the overall IEP process
58
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
bull Is there a training process for staff in writing compliant postsecondary goals and effective transition plansbull Is there ongoing technical assistance or coaching for all staff and particularly those with consistent non-compliancebull Is there support from leadership to identify areas of strength and weakness to be used for ongoing training and follow-up coaching of staffbull Is there a process in place for local monitoring
Graduation Drop-Out Outcomes
bull Is there support from leadership to identify EBPs and predictors as part of the current secondary transition systembull Is staff restructuring a viable option to incorporate EBPs and predictors that aim to promote school completion (graduation) drop-out and
outcomes bull What is your process for training staff on effective EBPs and predictors Is there a process to provide ongoing technical assistancebull Do staff have support from leadership to utilize content expertsbull Do staff receive training and technical assistance that includes in the field just in time coaching
Access Equity Progress
Physical Restraint and Seclusion
Is formally reported physical restraint and seclusion data aligned with the definitions of physical restraint and seclusion What procedures are in place to provide inclusive training to staff on the use and documentation of physical restraint and seclusion within the IEP
process and as incidents occur How is training effectiveness evaluated What processes exist to review the implementation of best practices within the IEP process relating to the need for and use of physical restraint and
seclusion (including the consideration of positive behavior strategies throughout the IEP in alignment with FBA data and BIP strategies) For students with current behavior intervention plans (BIPs) how do the components of IEP goals and objectives align with de-escalation strategies
positive adult responses and other supports outlined in the BIP After an incident of physical restraint andor seclusion occurs how does the IEP team use the proactive and responsive recommendations from the
studentrsquos BIP to inform practice and make changes to the studentrsquos IEP (Consider goals and objectives supplementary aids and services etc) What communication systems are in place to inform families when physical restraint andor seclusion incidences occur How is the formally reported physical restraint and seclusion data pertaining to students with disabilities collected and reported by special education
leadership and verified prior to final submission to MSDE
59
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Development Implementation and Evaluation of Specially Designed Instruction
bull What practices are in place to support collaboration to meet the needs of students with disabilities Are practices consistent across teams and schools
bull How can coaching support the development of master schedules that support collaborative development implementation and evaluation of SDI bull How is the IEP process and document monitored for quality and effectiveness Is this consistent across teams and schools bull Do principals IEP chairs and other school leaders have the skills and resources needed to effectively support teams How are they using resources to
support IEP Team decision-making during IEP Team meetings and on an ongoing basisCo-Development
bull How do IEP Teams use their knowledge of the student (including trend data) and academicfunctional skill expectations to develop annual IEP goals and objectives
bull How do IEP Teams prioritize academic and functional skills to determine the focus of IEP goals and objectives What standards curriculum and functional expectation resources exist to support teams with this process
bull How can coaching support consistent co-development practices across teams and schools
Co-Implementation
bull How do IEP Teams determine who will deliver SDI Are inclusive training needs determined on an individual student basis bull How do service providers make decisions around instruction and intervention What resources exist to support teams in determining when and how
to intensify instruction andor intervention bull How do service providers make decisions about accommodations supplementary aids and services and program modifications What resources exist
to support teams in this decision-making process bull How can coaching support consistent co-implementation practices across teams and schools
Co-Evaluation
bull How is the impact of SDI on student performance evaluated bull What resources and supports exist to support teams in measuring student progress on IEP goals and objectives as well as progress during daily
instruction and assessment bull What student level data is collected how often is it reviewed and how does it inform instructional decision making (during the IEP Team meeting and
on an ongoing basis) bull What resources and processes exist for school leaders to monitor implementation fidelity Are these processes consistent across teams and schools bull How can coaching support consistent co-evaluation practices across teams and schools
60
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Student Achievement and Outcomes
bull What does available data (eg local benchmark data universal screening data State assessment results) show us about the performance of students with and without disabilities Does the data vary across subject areas grades disability categories (consider Dyslexia Dysgraphia and Dyscalculia) student groups or schools
bull How does the graduation rate of students with disabilities compare to that of students without disablities bull How are placement suspension history and other elements of studentsrsquo school experiences connected to their graduation rates and post-secondary
outcomes bull How is the impact on students with disabilities considered when school and district teams analyze data and make decisions about curriculum
instructional practices etcDisproportionality ndash Identification
bull What patterns do we notice in the rate of identification overall and for specific disabilities bull What group(s) of students if any are overrepresented in special education or in specific categories compared to their proportion in the total student
body bull What group(s) if any are underrepresentedbull Are these patterns consistent across schools in the districtbull How we use integrated tiered supports or other processes to meet academic and behavior needs for all studentsbull How does the pre referral intervention process work in our system Is it consistent across schools bull What guidance and support for the pre referral intervention process is provided to schools by the district bull Are some studentsgroups of students more likely to receive supports without being identified for special educationbull What other factors might be contributing to over- andor under-representation (such as)
o Different rates of referral for evaluation by teachers andor parents due to differing expectations explanations for learning or behavior challenges or other factors
o Assessment practices or instruments that impact different groups of students differentlyo Implicit bias by IEP team members impacting interpretation of assessments observations and other data
bull Other factorsDisproportionality ndash Placement
bull What patterns do we notice in the placement of students with disabilitiesbull What students (disability groups andor racial groups) are most likely to be placed outside of general education How do these patterns vary by
school bull What are the implications of the patterns for equitable access to instruction and student outcomesbull How are decisions made to place students outside of general education for part of all of the day What guidance andor review if any is provided to
schools around these decisionsbull How often do students move into less restrictive settings Are these patterns consistent across schools and student groups Is there a systemic
process in place to plan for fading supports and studentsrsquo return to general education Is it implemented consistently
61
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
Disproportionality ndash Discipline
bull What patterns can we notice in the rate of suspension and other disciplinary actions in our system How do they vary across student groups (by race gender disability category placement and other factors) How do these patterns vary by type of disciplinary action How do these patterns vary by school
bull What types of offenses are most likely to result in disciplinary removal Does this vary by student group (race disability etc) andor schoolbull What practices have been put in place to increase positive behavior and reduce disciplinary removal Are they implemented consistently across
schools and across student groupsbull What factors may be contributing to some student groups receiving more frequent disciplinary removals such as
o Implicit bias by teachers leading to inconsistent response to student behavioro Implicit bias by administrators leading to inconsistent consequences for student behavioro Absence of culturally responsive instructional and behavior support strategies
bull What is the process for determining when to conduct a Functional Behavior Assessment andor develop a Behavior Intervention Plan for a student How and how often are BIPs reviewed for fidelity of implementation and effectiveness
bull Is the process of developing and implementing behavior supports consistent across groups of students (by disability category grade racial group etc) and school
62
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
This page is intentionally blank
63
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-
- BOOK 1
- I Introduction
-
- Submission Due Date
- Pre-award Costs
- Content and Mode of Submission
-
- II LSSPA ContactInformation List
- III Certifications and Assurances
-
- LSSPA Certification
- Special Education Staffing Plan
- General Education Provisions Act (GEPA) Section 427
- State Assurances
- Certifications Regarding Lobbying Debarment Suspension Other Responsibility Matters and Drug-Free Workplace
- Federal Local Eligibility Assurances
-
- IV Maintenance of Effort (MOE)
- V Excess Cost
- VI Parentally Placed Private School Students (PPPSS)
- VII Comprehensive Coordinated Early Intervening Services (CCEIS) ndash BOOK 4 (if applicable)
-
- Required Comprehensive Coordinated Early Intervening Services (CCEIS)
- Voluntary Coordinated Early Intervening Services (CEIS)
-
- VIII Comparative StaffingFunding Data Form
- IX Preschool Special Education and Related Services Expenditures
- X Medicaid Forms
- XI Budget Information
- XII Reporting Requirements
- XIII Grant Amendments
- XIV Payment Schedule Codes
- XV Discretionary Funds for Strategic Priorities
-
- Eligibility
- Use of Discretionary Funds
-
- Discretionary Funds may not be used for
-
- 15 Month Discretionary Grants (Grant Period 712020 ndash 9302021)
-
- SECAC
- Consortia (Mid-Shore) Part B 619 and 611
- Family Support Systems Plan
- Regional Professional Learning Opportunities (PLO)
- Part B State Systemic Improvement Plan (SSIP) Discretionary Funds
-
- Reporting Requirements for 15 Month Discretionary Grants
- 24 Month Discretionary Grants (Grant Period 1012020 ndash 9302022)
-
- Local Implementation for Results (LIR) Plans
- Building a Comprehensive System of Access Equity Progress
- NEW Required Component with an Elevated Focus The Use of Physical Restraint and Seclusion Practices
- Flexibility Options
-
- Reporting Requirements for 24 Month Discretionary Grants
-
- XVI Accountability
-
- Uniform Administrative Requirements Cost Principles and Audit Requirements for Federal Awards
- Subrecipient Monitoring
-
- Appendix A ndash Grant Due Dates
- Appendix B ndash MSDE Secure Web Client Access and Submission Procedures
- Appendix C ndash System for Award Management
- Appendix D- State amp Federal Resources (Available for Download)
- Appendix E - LAFF Medicaid
- Appendix F1 ndash Interim Progress Reports Guidance
- Appendix F2 ndash Final Progress Reports Guidance
- Appendix G ndash SFY 2021 LIR Plan Instructions
-
- TEAM
- Analyze
- Plan
- Implement
- Track
-
- Appendix H - PlanImplementTrack Examples for Each Imperative
-
- Early Childhood Example
- Secondary Transition Example
- Access Equity Progress Example
- Reporting Requirements
-
- Appendix I ndash Imperative ndashSpecific Guiding Questions
-
- Early Childhood
- Secondary Transition
- Access Equity Progress
-