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NOTICE:  2023 Quarterly Progress and Expenditure Report Forms

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NOTICE:  2023 Quarterly Progress and Expenditure Report Forms

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LEAs can use this template as a worksheet for the information they plan to submit to CDE via Stepwell. The prompts and the submission boxes are a replica of what is in Stepwell.

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Recording of the Stepwell Training for CIM for CCEIS LEAs produced by the California Department of Education.

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Introduction to Stepwell for Intensive LEAs

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CIM for CCEIS Guidance Document Steps 1-4 inclusive of Guidance for Abbreviated Action Plans

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CIM for CCEIS Guidance Document Steps 1-4 inclusive of Guidance for Abbreviated Action Plans

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This document replaces the Step 1 Guidance Document that was on the CIM for CCEIS Padlet previously. The only changes are the additions of guidance for Steps 2, 3 and 4 and guidance throughout the document for Continuing LEAs approved to complete an Abbreviated Action Plan.

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LEAs identified in 2023 as significantly disproportionate should use this form upon receiving the 2023 budget allocations from SELPA and/or when the LEA feel that an amendment to the plan or the 2023 CCEIS is warranted.

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LEAs can use this template as a worksheet for the information they plan to submit to CDE via Stepwell. The prompts and the submission boxes are a replica of what is in Stepwell (with any variations clearly noted).

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When completed, submit this form along with the CIM for CCEIS Budget and Implementation Plan to CDE via email at intensivemonitoring@cde.ca.gov and to your FMTA consultant.
All Step 3 documents due November 30, 2023.

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Complete these forms in tandem with the development of your Plan for Implementation.  When complete, submit to CDE via email: intensivemonitoring@cde.ca.gov and your FMTA Consultant.

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UNLOCKED-CIM Budget Forms- 2023 Budget Allocation_4_18_2023

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Abbreviated CIM for CCEIS Action Plan Form

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Abbreviated CIM for CCEIS Action Plan Form

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This form should only be used by Continuing LEAs who have received a letter from CDE indicating that they qualify to complete the Abbreviated CIM for CCEIS Action Plan development process.

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CAPE Parent Focus Group Tool Protocol (English)

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CAPE Parent Focus Group Tool Protocol (English)

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This document provide guidance from the CDE for the completion of the Case Study.

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This webpage provides guidance for the development of Success Gap statements that are required for the Consolidation of Step 1.

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Introduction · Success Gaps Toolkit: Addressing Equity, Inclusion and Opportunity

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The pacing guide is a companion document to the guidance document.  This timeline tool will help you stay on track to meet CDE’s three deadlines.  It contains the steps, the activities in the steps, target dates and resources for those activities.

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List of Primary and Secondary Self-Assessment Tools

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List of Primary and Secondary Self-Assessment Tools

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Brief descriptions of the tools are provided to assist LEAs in tool selection. See following two columns for the tools described.

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Annotated Checklist for Addressing Racial Disproportionality in Special Education (AKA: "The Wisconsin")

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Annotated Checklist for Addressing Racial Disproportionality in Special Education (AKA: "The Wisconsin")

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Racial/Ethnic Disproportionality in Special Education (AKA: NYU Data Analysis Workbook)

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Racial/Ethnic Disproportionality in Special Education (AKA: NYU Data Analysis Workbook)

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This form must be completed and sent to CDE 30 days after receipt of notification of significant disproportionality identification. The form must be signed by the superintendent, special education director, board chairperson, and SELPA director.

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CIM Assurance of Compliance 03_28_2023 (1)

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Seeds of Partnership Parent Input Survey

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Seeds of Partnership Parent Input Survey

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This parent input survey is specifically designed for parents of special education students. If LEAs choose to use this survey, they will also need to use additional tools for gathering parent input around issues of significant disproportionality.

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Parent Input

The California Department of Education, Special Education Division (CDE-SED) annually reviews Local Educational Agency (LEA) performance and compliance data related to implementation of Individuals with Disabilities Education Act (IDEA) requirements in accordance with the IDEA Section 616(e) and Title 34, Code of Federal Regulations (CFR) sections 300.600-604, and 34 CFR sections 300.646-300.647. The purpose is to ensure that the LEAs, including charter schools, County Offices of Education (COE), and Special Education Local Plan Areas (SELPAs), are providing appropriate supervision and monitoring for special education programs and services.

An LEA is selected for Intensive or Targeted Monitoring if the LEA does not meet established targets for performance and compliance indicators under the IDEA and the California Special Education Part B State Performance Plan (SPP) and Annual Performance Reports (APR). You can explore information about local school districts by using the California School Dashboard. This resource provides parents and educators with meaningful information on school and district progress.

There are many monitoring activities within a review based on the need of the LEA, one required component of the review is considering parent input. Through the Seeds of Partnership, CDE-SED utilizes a parent survey to gather input from parents of students with an Individualized Education Program (IEP) in LEAs selected for an Intensive or Targeted Review. LEAs will have access to parent survey response data for their review as part of the Compliance and Improvement Monitoring (CIM) Process.

Parent Survey

The parent survey is designed to provide LEAs and the CDE with information on parents' experience of their child receiving special education services over the past year and how well schools are supporting parents' involvement in this process. Information gathered will be helpful in identifying areas of strength and areas that may need improvement within the school district. The survey is intended for parents or guardians of students from California school districts, involved in the current year monitoring activities. The survey window is open April-May.

We encourage you to complete only one survey per student, per school year. Responses are anonymous, please do not share confidential information in the comments sections.

The information you share is subject to a Public Records Act request, accessible to your local school district, and will not be handled or filed as a formal complaint. To file a formal complaint with CDE, please visit the CDE SED Complaint Process web page or call the Procedural Safeguards and Referral Services toll-free Help Line at 800-926-0648.

At this time, there are no active Intensive or Targeted Reviews currently collecting parent surveys. This means the survey time period has not yet started or has just concluded for this school year or review cycle.
Encuestas para padres/tutores en español
Districts/LEAs

Districts/LEAs participating in a CDE SED Intensive Review may access the Monitoring Parent Input Information System Log In.

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Seeds of Partnership - Monitoring Parent Survey

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The California Department of Education, Special Education Division (CDE-SED) annually reviews Local Educational Agency (LEA) performance and compliance data related to implementation of Individuals with Disabilities Education Act (IDEA) requirements in accordance with the IDEA Section 616(e) and Tit…

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Each LEA is required to create a repository of documents that reflects the work the LEAs do, the decisions made, and who participated in the process of developing the CIM for CCEIS Action Plan development. This resource provides information about the purpose and requirement of the process documentation and provides some examples of tools LEAs might use for their repository.

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Describes the process by which the California Department of Education identifies Local Education Agencies as significantly disproportionate.

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Parent Invitation - Success Gaps Rubric (Spanish)

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Parent Invitation - Success Gaps Rubric (Spanish)

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The English version of this parent invitation was originally drafted by the IDEA Data Center and is included in the Success Gaps Rubric. The Spanish version was translated by Dr. Paul Luelmo, SPP-TAP TA Facilitator.

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Learning Resources for CDE-Required Self-Assessment Tools

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Learning Resources for CDE-Required Self-Assessment Tools

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Provides in-depth introductions and deeper dive resources for each of the tools.

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Description

Play Audio Description (mp3 - opens in a new window)

View/Download Transcript (opens in a new window)

The Tool

Annotated Checklist for Addressing Racial Disproportionality in Special Education (DOC; Outside Source)
Provides three checklists that address 1) district and school resource issues; 2) system policy, procedure, and practice issues at district, school, and classroom levels; and 3) environmental factors, all designed to aid in efforts to identify possible root causes of disproportionality and to help districts develop hypotheses and action plans for more detailed explorations of racial disproportionality. Daniel J. Losen (2008) Wisconsin Department of Public Instruction.

Annotated Checklist for Addressing Racial Disproportionality in Special Education - Short Version (DOC; Outside Source)

Contains the three checklists of the full version, but does not include the end notes.

The Webinar: Using the "Checklist" to Respond to Racial Disproportionality in Special Education

Provides an overview of the self-assessment tool developed by the Wisconsin Department of Public Instruction. Daniel Losen, presenter (2011) State Performance Plan Technical Assistance Project, California Department of Education.

Watch Webinar (opens in a new window)

Training Module

Training Module 1: Using the Annotated Checklist for Addressing Racial Disproportionality in Special Education (opens in new window)

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Play Audio Description (mp3 - opens in a new window) View/Download Transcript (opens in a new window) Annotated Checklist for Addressing Racial Disproportionality in Special Education (DOC; Outside Source)Provides three checklists that address 1) district and school resource issues; 2) system policy, procedure, and practice issues at district, school, and classroom levels; and 3) environmental factors, all designed to aid in efforts to identify possible root causes of disproportionality and to help districts develop hypotheses and action plans for more detailed explorations of racial disproportionality.

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Provides information and guidance for developing a theory of action using the driver diagram.

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The Driver Diagram is a tool used by improvement practitioners to develop and document a shared theory of improvement, to communicate visually the team's work to external stakeholders, and to act as a knowledge management tool. It is frequently used throughout the entire improvement journey.

See also: Driver diagram serves as tool for building and testing theories for improvement, by Brandon Bennett and Lloyd Provost

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The Driver Diagram is a tool used by improvement practitioners to develop and document a shared theory of improvement, to communicate visually the team's work to external stakeholders, and to act as a knowledge management tool. It is frequently used throughout the entire improvement journey.

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Theory of Action Driver Diagram Template

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Theory of Action Driver Diagram Template

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Theory of Action_ Driver Diagram Template

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This document replaces the Initiative Crosswalk. The Crosswalk had some challenging formatting and CDE agreed that this Inventory should be used instead. The Initiative Inventory covers all of the information needed for the Step 2 Stepwell submission.

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Identifying the Root Causes of Disproportionality

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Identifying the Root Causes of Disproportionality

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Behavioral Support Root Cause Analysis Workbook

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Behavioral Support Root Cause Analysis Workbook

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For use by LEAs using the Success Gaps Rubric to support the prioritization of root causes of significant disproportionality.

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Policies, Practices, and Procedures Review Matrix

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Policies, Practices, and Procedures Review Matrix

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Revised 7/21/23

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"What is Root Cause Analysis" Training Video

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"What is Root Cause Analysis" Training Video

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Provides a brief description and example of root cause and the value of analyzing the root cause.

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SIL Mini Module: What is Root Cause Analysis?

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“Launching Your RCA Investigation” Training Video

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“Launching Your RCA Investigation” Training Video

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SIL Mini Module: Launching your Root Cause Analysis Investigation

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Policies, Practices, and Procedures Review SAMPLE

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Policies, Practices, and Procedures Review SAMPLE

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Many LEAs have already been working hard to improve their special education systems. In California, the number of LEAs identified for differentiated assistance based on the performance of their students with disabilities decreased from 243 in 2018 to 187 in 2019, a drop of 23 percent. 1 Although such progress is encouraging, the 187 schools identified in 2019 based specifically on how they served students with disabilities accounted for more than half of all California schools identified for differentiated assistance that year for any reason. Improving outcomes for students with disabilities remains a statewide priority - and a challenge.

Developed through a partnership between the California Department of Education (CDE), the California Collaborative for Educational Excellence (CCEE), and WestEd

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Basic Components of Special Education Infrastructure

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Many LEAs have already been working hard to improve their special education systems. In California, the number of LEAs identified for differentiated assistance based on the performance of their students with disabilities decreased from 243 in 2018 to 187 in 2019, a drop of 23 percent.

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Guidance for Completing the Infrastructure Analysis

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Guidance for Completing the Infrastructure Analysis

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Assessment of Infrastructure Analysis Guidance

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LEAs may use this comprehensive but not exhaustive list of data sources to inform their data-gathering for development of root causes.

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CIM for CCEIS Team and Educational Partner Worksheet

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CIM for CCEIS Team and Educational Partner Worksheet

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LEAs can use this worksheet to guide them in identifying the key members of the CIM for CCEIS Team and the Educational Partners Group.

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Bios, expertise, location, and contact information.

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The State Performance Plan Technical Assistance Project (SPP-TAP) Technical Assistance (TA) Facilitators have been selected through a Request for Application (RFA) process and vetted by the California Department of Education (CDE). They are provided with ongoing updates through the SPP-TAP on the mo…

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LEAs use this Menu to identify the Technical Assistance supports they need to develop and implement the CIM for CCEIS Action Plan.

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Due Dates, Links to Event Registration, TA Facilitator Information, Resource Directory, Webinars, and eLearning.

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SPPTAP - State Performance Plan Technical Assistant Project

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The Individuals with Disabilities Education Act (IDEA 2004) requires states and local education agencies (LEAs) to take steps to address disproportionality. Disproportionality refers to the "overrepresentation" of a particular racial or ethnic group in one of four areas:

1. special education in general;

2. special education within a specific disability category;

3. disciplinary action; or

4. more restrictive environments.

Annually, LEAs with disproportionate student outcomes for three sequential years for the same racial or ethnic group in the same element or indicator are identified as Significantly Disproportionate by the CDE.

Under IDEA, LEAs with Significant Disproportionality are required to identify and address contributing factors to disproportionality as part of their comprehensive coordinated early intervening services (CCEIS). These systems change efforts require collaborative work between general education and special education.

The resources available on this website may be used by any LEA wishing to improve equitable student outcomes in a proactive and preventative manner.

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State Performance Plan Technical Assistance Project (SPP-TAP) - SPPTAP

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The Individuals with Disabilities Education Act (IDEA 2004) requires states and local education agencies (LEAs) to take steps to address disproportionality. Disproportionality refers to the "overrepresentation" of a particular racial or ethnic group in one of four areas: special education in general; special education within a specific disability category; disciplinary action; or more restrictive environments.

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IDEA Part B Regulations Questions and Answers Memo

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IDEA Part B Regulations Questions and Answers Memo

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Memorandum from the Office of Special Education Programs (OSEP) addressing questions and answers regarding significant disproportionality.

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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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Assessment of School Practices Related to Inclusive Education: A Needs Assessment and Planning Tool

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Assessment of School Practices Related to Inclusive Education: A Needs Assessment and Planning Tool

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Needs Assessment Planning Tool Inclusion 

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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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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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CCEIS Plan Comparison Chart for Continuing LEAs

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CCEIS Plan Comparison Chart for Continuing LEAs

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When LEAs have two or three overlapping CCEIS plans it can be a little challenging to track what is happening in the various plans. Continuing LEAs can utilize this document to track their CCEIS plan measurable outcomes and activities across CCEIS plan years. In addition to measurable outcomes and activities, the tool has lines for the budget and who is responsible for each activity.

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

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

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Kee-An works with LEAs and TA Facilitators to develop MOUs for TA Services.

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Napa County Office of Education 2121 Imola Avenue Napa, CA 94559

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Significantly Disproportionate LEAs may want to select questions from this document to structure their file reviews for the Case Study.

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Improvement Data Center Drilldown Snapshot Reports

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Improvement Data Center Drilldown Snapshot Reports

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Includes a link to the IDC site (System Improvement Leads of California) and the process of obtaining data reports.

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Guidance from the IDEA Data Center to ensure LEAs select appropriate team members to address significant disproportionality.

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Assemble an Appropriate Team · Success Gaps Toolkit: Addressing Equity, Inclusion and Opportunity

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No one person working alone can address long-standing systemic inequities in an educational system. Moreover, because equity work touches so many parts of a district or school, it frequently requires working across departments and schools. To successfully address the success gaps, your district or s…

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File Review Process for 2023 CIM for CCEIS Case Studies

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File Review Process for 2023 CIM for CCEIS Case Studies

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Originally recorded in 2020, this webinar recording has been trimmed from the original 90-minute format to a 50-minute abbreviated version. California Local Education Agencies (LEAs) identified as Significantly Disproportionate in 2023 are required to complete a Case Study for their CIM for CCEIS Action Plan. This recording and the accompanying handout are resources the LEAs may use to facilitate the Case Study development. In this recording Dr. Mary Bacon, State Performance Plan Technical Assistance Project (SPP-TAP) TA Facilitator discusses the importance and utility of the file review process and provides step-by-step instructions for completing File Reviews.

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File Review Process for 2023 CIM for CCEIS Case Studies