Coordinated Early Intervening Services (CEIS). 34 CFR §300.226: An LEA may not use more than 15 percent of the amount the LEA receives under Part B of

Coordinated Early Intervening Services

(CEIS)

• 34 CFR §300.226:An LEA may not use more than 15 percent of the amount the LEA

receives under Part B of the Act for any fiscal year, less any amount reduced by the LEA pursuant to §300.205, if any, in combination with other amounts (which may include amounts other than education funds), to develop and implement coordinated, early intervening services, which may include interagency financing structures, for students in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade three) 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.

April 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

• Benefits general education by reducing academic and behavioral problems in the general education environment

• Benefits special education by ensuring that students are appropriately referred to special education, which reduce referrals for special education and related services for needs that could have been addressed with relatively simple general education interventions


Based on Significant Disproportionality:

1. Identification of children as children with disabilities

– Indicator 9: Child Count

2. Identification of children as children with a particular disability

– Indicator 10: AU, LS, SLD, OHI, EmD, and MR


Based on Significant Disproportionality:

3. Placement in specific education settings

– Indicator 5: LRE (6 to 21 year old)

4. Incidence, duration, and type of disciplinary actions, including suspensions and expulsions

– Indicator 4a: Discipline


• If an LEA has significant disproportionality in any of the four categories, the SEA must require that the LEA reserve the maximum amount of funds for CEIS.


• Must be conducted annually• Should include overrepresentation only• Consider (at a minimum) the six

disabilities reviewed for Indicator 10• Consider using 618 data for LRE (Table 3),

must examine three parts • Not required to consider SA as it is presumed that

placement in the regular classroom is the preferred education setting


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• Based on numerical analysis of data

• Tied to CEIS and the reservation of funds

• Determined through a numerical examination of the four analysis categories

• Only examines over-identification


• Based on numerical analysis of data AND a review to determine if there is inappropriate identification

• Only requires a look at identification data

• Requires an examination of both over- and under-representation


• Is intended to reduce the number of students served in special education

• Should fund activities that support a specific group of students who are in need of additional support

• Should be used with other funds to support a coordinated system

• Not allowed for Pre-K• Allows the inclusion of students who previously received

special education in the past, but are not currently receiving special education

• Must be used to supplement and not supplant


• According to OSEP CEIS Funds may be used for:– Professional development for teachers and other

school staff that will enable 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

– Providing education and behavioral evaluations services, and supports, including scientifically based literacy instruction


• If significant disproportionality is identified for a specific race, then CEIS funding and activities should address that particular group (but you can not exclude students from CEIS based on race).


• Professional Development using CEIS funds should be provided for those teachers and staff members that are responsible for the children in need of additional support

• Other staff (SPED staff or staff that oversee students that are not in need of additional support) can participate IF they do NOT:

Replace another teacher Increase the cost Decrease the quality


• Must be aligned with activities funded under the Elementary and Secondary Education Act (ESEA)

• Must be used to supplement NOT supplant funds under the ESEA

• Must reserve 15% of 611 and 619 funds - but the total amount can be taken from just one fund

• Must use funds for the period of time for which they are designated (during their availability for obligation)


• For those LEAs that voluntarily reserve CEIS funds:– They are not required to set aside the full 15%– May reallocate the funds


• EXAMPLES:– Provide behavioral interventions to nondisabled

students who receive a certain number of disciplinary office referrals, as part of a Positive Behavior Intervention and Support initiative

– Fund reading and math specialists to work with nondisabled students who have not reached grade-level proficiency in those subjects

– Fund after school tutoring for nondisabled students who score below basic on Statewide assessments


• If using CEIS funds to support school-wide interventions, you must be able to provide documentation that the CEIS funds were used to provide services only to students in need of additional support and that other funds were used to fund the school-wide intervention for special education students and students who do not need additional support.


• May be used to provide behavioral and educational evaluations to determine the supports that are needed by students to succeed in a general education environment

• May not be used for evaluations that are intended for use in determining eligibility for special education and related services


• Implementing RtI:– May be used to support RtI for nondisabled

students– May only supplement not supplant– May not be used with students who currently

receive special education and related services


• Implementing RtI:– May not use to fund Tier I since these activities are for

the entire class or school– May be used to supplement Tier II since these

activities are for a specialized small group (at-risk, general education students)

– May be used to supplement Tier III since these activities are for intensive individual needs

– May not include students with disabilities at any level


• Positive Behavior Specialists• Interventionists• School Psychologists• Tracking software• Target those that score minimal on MCT2 in grades 4, 5,

6, and 8; students failing one subject; Dyslexia; students scoring Basic on MCT2; students scoring minimal in reading for grades 4, 5, 6, and 8

• After school Tutoring Program and Extended Programs • Drop-out Prevention Programs


• Teacher Support Team Members• Those students scoring Minimal in 3rd and 7th

grade• Those students that failed the previous year in

grades 1 -3• Those students that failed the previous year plus

another year in grades 4 -12• Those students that have been suspended or

expelled for 20 days and failed one of the last two years


• Part B (611) Allocation = $5,000

• Pre-School (619) Allocation= $1,000

• TOTAL ALLOCATIONS = $6,000.00


• TOTAL ALLOCATIONS = $6,000.00

• CEIS Calculation = $6,000 X 15% = $900

• Calculations are made using both Part B and Preschool

• Total amount of calculations can be expended from Part B


• Each LEA must annually report to the state:– The number of children who received CEIS– The number of children who are served by personnel

who participated in Professional Development activities supported by CEIS funds

– The number of those students who subsequently received special education and related services during the preceding two-year period

• SEAs and LEAs must maintain these records for audit and monitoring purposes


• CEIS Indicator must be set in MSIS for students receiving CEIS– Monthly Indicator– Once students are identified as receiving

CEIS, set CEIS indicator to Yes in MSIS– If a student is no longer receiving CEIS (i.e.

ruled eligible for services), remember to set their CEIS indicator back to No

– Update CEIS indicator beginning in SY 2012-13 when month 1 files are submitted


• An LEA is in violation of IDEA’s supplement not supplant provisions if the LEA:

• provides services that are otherwise required by Federal, State, or local law

• provides services that were paid for with other funds in a prior year, including, if the IDEA funds are used for CEIS activities coordinated with activities funded under ESEA, and the IDEA funds are used to provide services that were paid for with ESEA funds in the prior year


• EXAMPLE: – LEA received a grant for after school tutoring

that used private grant funds that lasted for one year. CEIS funds could be used the next year because the private funds are gone and no longer available.


• EXAMPLE: – State requires and funds after school tutoring.

CEIS funds could not be used to fund this program. This would be supplanting.


Documents

Coordinated Early Intervening Services (CEIS). 34 CFR §300.226: An LEA may not use more than 15 percent of the amount the LEA receives under Part B of