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Comprehensive Coordinated Early Intervening Services (CCEIS) Workshop B Webinar

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Comprehensive Coordinated Early Intervening Services (CCEIS) Funds

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Comprehensive Coordinated Early Intervening Services (CCEIS) Funds

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An LEA may use up to 15 percent of Individuals with Disabilities Education Act, Part B (IDEA-B) funds for any fiscal year to develop and implement coordinated, early intervening services (CEIS) for students in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade 3). The children are not currently identified as needing special education or related services but need additional academic and behavioral support to succeed in a general education environment (20 United States Code (U.S.C.) §1413(f), 34 Code of Federal Regulations (C.F.R.) §300.226). An LEA identified as having significant disproportionality based on race or ethnicity must reserve the maximum amount of 15% of IDEA-B funds to be used for CEIS.

Activities

In implementing coordinated, early intervening services under 34 C.F.R. §300.226, an LEA may carry out activities that include:

Professional development (which may be provided by entities other than LEAs) for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and

Provision of educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction (34 C.F.R. §300.226(b)).

Relationship between CEIS and Free Appropriate Public Education

CEIS does not limit or create a right to Free, Appropriate Public Education under IDEA-B or allow an LEA to delay appropriate evaluation of a child suspected of having a disability (34 C.F.R. §300.226(c)).

Data Collection, Reporting, and Funding Requirements

LEAs are encouraged to develop data collecting and reporting systems in order to ensure timely and accurate submission to the State. LEAs annually report data to the state using the Special Ed SC5100 Early Intervening Services Data Collection form associated with the Special Education Consolidated Grant application in the eGrants system.

Use of Data

States are required to annually report the data elements described in the above "Data Collection and Reporting Requirements" section to the U.S. Department of Education Office of Special Education Programs. The State reviews statewide data on coordinated early intervening services to determine overall statewide performance. The State may also use the data to identify effective or successful programs. LEAs are encouraged to review the data they collect on an ongoing basis to determine the effectiveness of their early intervention efforts.

Questions

If you have questions or concerns about coordinated early intervening services, please contact your Regional Education Service Center.

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Requirements of Coordinated Early Intervening Services

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An LEA may use up to 15 percent of Individuals with Disabilities Education Act, Part B (IDEA-B) funds for any fiscal year to develop and implement coordinated, early intervening services (CEIS) for students in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade 3).

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Quick Reference Guide on Coordinated Early Intervening Services - Center for IDEA Fiscal Reporting

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Part B - Coordinated Early Intervening Services (CEIS) Updated to reflect 2016 changes in the IDEA Part B regulations on significant disproportionality, this three-page quick reference guide helps SEAs, LEAs, and stakeholders understand basic CEIS requirements stipulated in IDEA.

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(a) General. Each State that receives assistance under Part B of the Act, and the Secretary of the Interior, must provide for the collection and examination of data to determine if significant disproportionality based on race and ethnicity is occurring in the State and the LEAs of the State with respect to -

(1) The identification of children as children with disabilities, including the identification of children as children with disabilities in accordance with a particular impairment described in section 602(3) of the Act;

(2) The placement in particular educational settings of these children; and

(3) The incidence, duration, and type of disciplinary removals from placement, including suspensions and expulsions.

(b) Methodology. The State must apply the methods in § 300.647 to determine if significant disproportionality based on race and ethnicity is occurring in the State and the LEAs of the State under paragraph (a) of this section.

(c) Review and revision of policies, practices, and procedures. In the case of a determination of significant disproportionality with respect to the identification of children as children with disabilities or the placement in particular educational settings, including disciplinary removals of such children, in accordance with paragraphs (a) and (b) of this section, the State or the Secretary of the Interior must -

(1) Provide for the annual review and, if appropriate, revision of the policies, practices, and procedures used in identification or placement in particular education settings, including disciplinary removals, to ensure that the policies, practices, and procedures comply with the requirements of the Act.

(2) Require the LEA to publicly report on the revision of policies, practices, and procedures described under paragraph (c)(1) of this section consistent with the requirements of the Family Educational Rights and Privacy Act, its implementing regulations in 34 CFR part 99, and Section 618(b)(1) of the Act.

(d) Comprehensive coordinated early intervening services. Except as provided in paragraph (e) of this section, the State or the Secretary of the Interior shall require any LEA identified under paragraphs (a) and (b) of this section to reserve the maximum amount of funds under section 613(f) of the Act to provide comprehensive coordinated early intervening services to address factors contributing to the significant disproportionality.

(1) In implementing comprehensive coordinated early intervening services an LEA -

(i) May carry out activities that include professional development and educational and behavioral evaluations, services, and supports.

(ii) Must identify and address the factors contributing to the significant disproportionality, which may include, among other identified factors, a lack of access to scientifically based instruction; economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings; inappropriate use of disciplinary removals; lack of access to appropriate diagnostic screenings; differences in academic achievement levels; and policies, practices, or procedures that contribute to the significant disproportionality.

(iii) Must address a policy, practice, or procedure it identifies as contributing to the significant disproportionality, including a policy, practice or procedure that results in a failure to identify, or the inappropriate identification of, a racial or ethnic group (or groups).

(2) An LEA may use funds reserved for comprehensive coordinated early intervening services to serve children from age 3 through grade 12, particularly, but not exclusively, children in those groups that were significantly overidentified under paragraph (a) or (b) of this section, including -

(i) Children who are not currently identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment; and

(ii) Children with disabilities.

(3) An LEA may not limit the provision of comprehensive coordinated early intervening services under this paragraph to children with disabilities.

(e) Exception to comprehensive coordinated early intervening services. The State or the Secretary of the Interior shall not require any LEA that serves only children with disabilities identified under paragraphs (a) and (b) of this section to reserve funds to provide comprehensive coordinated early intervening services.

(f) Rule of construction. Nothing in this section authorizes a State or an LEA to develop or implement policies, practices, or procedures that result in actions that violate the requirements of this part, including requirements related to child find and ensuring that a free appropriate public education is available to all eligible children with disabilities.

(Authority: 20 U.S.C. 1413(f); 20 U.S.C. 1418(d)) [81 FR 92463, Dec. 19, 2016]

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Regulations: Part B of the Equality Act requires the Secretary of the Interior to provide for the collection and examination of data to determine if significant disproportionality based on race and ethnicity is occurring in the LEAs of the State.

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SIGNIFICANT DISPROPORTIONALITY - Requirements and Resources by Rachel Frost | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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The Texas Equity Toolkit has been designed to mirror a continuous improvement process with the hope that this structure allows for three things to occur: The equity planning process fits within a district's annual continuous improvement process The district's continuous improvement process results in increasing equitable access The districts already comfortable with the continuous improvement process can interact with the toolkit just in those places where it provides a benefit to them

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Significant Disproportionality | Texas Education Agency