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FY 2022-2023 Unduplicated Student Count for Significant Disproportionality Comprehensive Coordinated Early Intervening Services Report form is required to be completed for any CCEIS services provided to students (unduplicated) during the 2022-23 school year.

NOTE: Although the 2020 CCEIS cohort ended September 30, 2022; there may have been students who received CCEIS services from July 1, 2022, to September 30, 2022. Please include those students on this form.

If you are a continuing CCEIS local educational agency, and are in the 2021 and 2022 CCEIS cohort, you will be counting all students (unduplicated) for all three years: 2020, 2021, and 2022. Just count the student one time, even if the student has received multiple services and/or over the multiple years. Gather all unduplicated students and report on one form, then submit to the California Department of Education.

This form is due to SigDisp@cde.ca.gov no later than October 10, 2023.

Please contact your California Department of Education, Focused Monitoring and Technical Assistance (FMTA) Unit Consultant, if you have any questions.

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WORD VERSION: 2021 Quarterly Progress and Expenditure Report

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WORD VERSION: 2021 Quarterly Progress and Expenditure Report

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2021 Quarterly Progress and Expenditure Report

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2021 Quarterly Progress and Expenditure Report

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LEAs identified as significantly disproportionate in 2021 should complete this report on a quarterly basis starting in January 2022. (NOTE: The January 2022 report is OPTIONAL.)

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This document contains requirements and instructions from the California Department of Education regarding Comprehensive Coordinated Early Intervening Services.

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Significant Disproportionality (Equity in IDEA): Essential Questions and Answers

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Significant Disproportionality (Equity in IDEA): Essential Questions and Answers

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This document addresses questions about the general rule, calculation methodologies, and remedies for significant disproportionality (including provision and funding of Comprehensive Coordinated Early Intervening Services, as well as implications for IEPs and Maintenance of Effort).

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This document from CDE describes how significant disproportionality is calculated.

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"External" Technical Assistance Facilitator Eligibility Form

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"External" Technical Assistance Facilitator Eligibility Form

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LEAs wishing to use a Technical Assistance Facilitator that is not part of the SPP-TAP cadre of TA Facilitators must submit this form to gain approval from the CDE.

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2021 CCEIS Plan Amendment Form (includes budget amendment forms)

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2021 CCEIS Plan Amendment Form (includes budget amendment forms)

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LEAs identified as significantly disproportionate in 2021 should complete this form and submit to their CDE FMTA Consultant with proposed changes to their plan and/or document.  NOTE:  2021 identified LEAs are in a unique position as they will be receiving American Recovery Plan funds...including additional special education funds which will require an additional 15% set aside and will result in amended CCEIS plans and budgets.

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This flow chart will guide you through the process of developing criteria to determine your CCEIS action plan target population(s).

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Policies, Practices, and Procedures Review Matrix - SAMPLE

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Policies, Practices, and Procedures Review Matrix - SAMPLE

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Policies, Practices, and Procedures Review Matrix - BLANK

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Policies, Practices, and Procedures Review Matrix - BLANK

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Use this tool to complete your review.  It contains prompts and questions to assist in completing a thorough review.

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2021 CCEIS Plan Development Pacing Guide

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2021 CCEIS Plan Development Pacing Guide

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Utilize this guide to timeline activities that are part of the Four Phase Process of developing the CCEIS plan to assist in a timely submission of the completed plan to the CDE.

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This tool is included in the CCEIS plan form. It is provided here as a stand alone document to assist in the process of identifying initiatives and gathering related information. The information can then be transferred to the CCEIS plan form.

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This worksheet is included in the CCEIS plan form. LEAs may want to use this stand alone document to assist in membership identification and then transfer the information to the CCEIS Plan form when the document is complete.

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Plan is to be completed and submitted to CDE by 9/30/21.

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Due to CDE by 2/11/21.

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Equity in Education—Addressing Racial/Ethnic Disproportionality in Special Education, Volume 1 (AKA NYU Workbook)

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Equity in Education—Addressing Racial/Ethnic Disproportionality in Special Education, Volume 1 (AKA NYU Workbook)

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For audio introduction, recorded webinar by the author, and elearning modules go to https://spptap.org/cde-recommended-assessment-tools/

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Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice  (AKA NCCREST Tool)

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Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice  (AKA NCCREST Tool)

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For audio introduction, recorded webinar by the author, and elearning modules go to https://spptap.org/cde-recommended-assessment-tools/

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Annotated Checklist for Addressing Racial Disproportionality (AKA The Wisconsin Checklist)

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Annotated Checklist for Addressing Racial Disproportionality (AKA The Wisconsin Checklist)

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For audio introduction, recorded webinar by the author, and elearning module go to https://spptap.org/cde-recommended-assessment-tools/

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This tool assists educators in assessing six domains when reviewing educational policies and procedures to uncover their potential inequitable outcomes.

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This tool helps users identify equitable policies, practices, and values.  Be sure to use the facilitator's guide that is found in a separate document below.

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Racial Equity Analysis Tool Facilitator's Guide 

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Racial Equity Analysis Tool Facilitator's Guide 

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This guide is a companion to the Racial Equity Analysis Tool above.

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The Racial Equity Impact Assessment (REIA) is a systematic examination of how different racial and ethnic groups will likely be affected by a proposed action or decision. The tool is used to minimize unintended consequences of policy and practice.

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Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide 

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Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide 

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This guide is intended to assist your school community in engaging in efforts to create supportive school climates and to address any persistent challenges, including disparities, in the administration of school discipline.

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This assessment measure can be used to help educators identify discipline outcomes in relationship to positive behavioral support systems.

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Quality Standards for Inclusive Schools Self-Assessment Instrument

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Quality Standards for Inclusive Schools Self-Assessment Instrument

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A seven part checklist to determine which phase of inclusion schools can identify with.

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A tool for educators to determine how they can better serve students within the general education setting.

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The document should be used in parallel with the development of the CCEIS Plan.  The additional information provided in the guidance document will assist LEAs in preparing a robust CCEIS Plan.

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Continuing LEAs Guidance Document (Pink)

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Continuing LEAs Guidance Document (Pink)

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This document has been revised specifically for continuing LEAs and should be used in parallel with the development of the CCEIS Plan.  The additional information provided in the guidance document will assist LEAs in preparing a robust CCEIS Plan.