Image

In addition to the following FAQs, you are always welcome to contact Eddie Davidson, Director of Fiscal Student Services, at (559) 265-3047 or edavidson@fcoe.org.

FAQ1
When is the Special Education Pupil Count available for the year? 
Answer: The Special Education Pupil Count availability is driven by the CALPADS Calendar here. Typically, the Census Day (Fall 1) data for the year is available near the same time as P-1 ADA for the year. It is certified by LEAs around the middle of December of that year, with an Amendment window up to the end of January.

FAQ2
Is Special Education one of the Federal Program Monitoring (FPM) participating programs?
Answer: Special Education is not one of the FPM participating programs. Please refer to the Focused Monitoring and Technical Assistance (FMTA) office, which is part of the Quality Assurance Process of the Special Education office for information about Special Education monitoring. 

FAQ3
How do I get the ADA, the unduplicated count, and the enrollment for our students that are enrolled in the County Operated Programs for Special Education? 
Answer: The Fresno County SELPA provides both the ADA and the Unduplicated Pupil Count (UPC) on each Member LEA's Funding Allocation Sheets. Additionally, the SELPA provides this ADA by grade span to each Member LEA by email. The UPC, however, is not available by grade span. Unfortunately, the enrollment count is not available by each Member LEA. However, the enrollment count can be provided by the Member LEA's CALPADS district contact. Additionally, CDE provides a "Report of Attendance and CALPADS Enrollment/Unduplicated Pupil Count Transfers for District Funded County Program Students" within the Principal Apportionment section of its website. 

FAQ4
Why do FCSS transactions vary so much among its departments? Some departments charge by way of an invoice, some are by transfer. And some transfers charge out of the suspense account where others use a specific account code. 
Answer: The Fresno County Superintendent of Schools provides a wide range of services that include oversight and compliance, funding allocation, instructional services, early education and other support services. As a result of different funding and operations requirements, each services contract will be unique to the needs of the school and to the FCSS department (i.e. Migrant Education, Special Education, Pupil Personnel Services, etc.) Therefore, not all contracts and transactions will be the same. It depends on the contract.  

FAQ5
How does the State Special Schools funding work? 
Answer: Please see the following website.

FAQ6
What is the definition of "severe"?
Answer: According to California Education Code Section 8205(s), “'Children with severe disabilities' are children with exceptional needs from birth to 21 years of age, inclusive, who require intensive instruction and training in programs serving pupils with the following profound disabilities: autism, blindness, deafness, severe orthopedic impairments, serious emotional disturbances, or severe intellectual disabilities. 'Children with severe disabilities' also include those individuals who would have been eligible for enrollment in a developmental center for handicapped pupils under Chapter 6 (commencing with Section 56800) of Part 30 of Division 4 of Title 2 as it read on January 1, 1980." Also, California Education Code Section 56030.5 provides nearly an identical definition for the term "Severely disabled". 

FAQ7
What is the special education proration factor and how does it impact my district?
Answer: Please see the following website.

FAQ8
One of my employees is split-coded between our State special education funds and our Federal IDEA funds. The services provided, and the populations served, are eligible and allowable under both resources. Can the employee complete a periodic time sheet instead of a monthly personnel activity report? 
Answer: State special education funds can be used to provided IEP-based special education and related services to students in grades pre-K through 12. Federal IDEA funds can be used for the excess costs of providing special education and related services to students with disabilities in order to benefit from a public education, and in grades K through 12, ages 5 through 21.

To understand the nuance of excess costs, the example of an iPad may help. If an agency purchased an iPad because the student's IEP required such a device, then the purchase may be an allowable expenditure for either of these funds. However, if an agency provided iPads to all students (both general education and special education), then the purchase would not be allowable for Federal IDEA (as it is no longer an excess cost).

Regarding time accounting, CSAM page 905-3 provides an example of homogenous funding sources such as a special education instructional aide who is funded by a mixture of federal and/or state awards, where the services provided and the populations served are eligible and allowable under any of the awards. CSAM includes a disclaimer, however.

To summarize, the LEA will need to consider the benefits and risks of using either a periodic or a personnel activity report. If the LEA determines that a periodic is appropriate, the LEA should prepare for an audit question regarding the combination of both resources. 

FAQ9
How does ESY funding work with AB 602?
Answer: Please see our ESY website.