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March Institute
NC Department of Public Instruction
Exceptional Children Division
March 8, 2017
Coordinating Early Intervening Services
(CEIS)
CEIS Session Objectives
Provide an Overview of Current
Disproportionality and CEIS Federal Regulations
Explore CEIS Tracking Process/Tools
Review CEIS Plan in IDEA Part B 611
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This Professional Learning Supports
Improved Graduation Rate for Students with
Disabilities by:
• Active implementation of evidence-based instruction, PreK through secondary
• Local capacity building
• Technical and adaptive leadership
• Comprehensive and efficient assessment system
• Student, Family, Staff, and Community Engagement
Academics
• Active implementation of evidence-based behavioral programming, PreK through secondary
• Local capacity building
• Culturally responsive instruction
• Positive school/class climate
• Comprehensive and efficient assessment system
• Student, Family, Staff, and Community Engagement
Behavior
• Active implementation of evidence-based transition practices, PreK to post-secondary
• Local capacity building
• Systemic and coordinated supports (including wraparound), PreK to post-secondary
• Consistent attendance
• Extracurricular and/or employment opportunities
• Student, Family, Staff, and Community Engagement
Continuum of TransitionsEn
gage
men
t
Significant Disproportionality
§ 300.646 Disproportionality.
Must collect and examine data to determine if
significant disproportionality based on race and
ethnicity is occurring in the State and LEAs –
(1) The identification of children as children with
disabilities, including with a particular impairment
(2) The placement in particular educational settings of
these children; and
(3) The incidence, duration, and type of disciplinary
actions, including suspensions and expulsions.
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Significant Disproportionality
North Carolina’s Process for Determining if an LEA
Has Significant Disproportionality
1) Determine if an LEA has disproportionate
representation in identification or placement or a
significant discrepancy in discipline.
2) Determine if the disproportionate representation
or significant discrepancy has occurred 3 consecutive
years (current year & 2 previous years).
3) Determine if an LEA with 3 consecutive years of
disproportionate representation or a significant
discrepancy has made reasonable progress in lowering
its risk ratio or rate of discrepancy.
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Significant Disproportionality
§ 300.646 Disproportionality. (cont.)
In the case of a determination of significant
disproportionality –
(1) Provide for the review and, if appropriate revision of the
policies, procedures, and practices to ensure they comply
with the requirements of the Act.
(2) Require any identified LEA to reserve the maximum
amount of funds under section 613(f) of the Act to provide
comprehensive coordinated early intervening services (see
§ 300.226 Early Intervening Services.) to serve children
in the LEA; and
(3) Require the LEA to publicly report on the revision of
policies, practices and procedures.
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Coordinated Early Intervening Services
(CEIS)
§ 300.226 CEIS Current Federal Regulations
− Provision for students in grades K-12 (particularly K-3) not
identified as students with disabilities, but who need
academic and behavioral support to succeed in general
education.
− Mandatory CEIS if the state identifies the LEA with
significant disproportionality based on race and ethnicity of
students with disabilities with respect to identification,
including specific disability categories, placement in
particular educational settings, and incidence, duration and
type of disciplinary actions.
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Coordinated Early Intervening Services
(CEIS)
• Permissive CEIS use:
– An LEA may voluntarily use up to 15 percent of its
IDEA Part B funds to provide CEIS to children in
kindergarten through grade 12 (with a particular
emphasis on children in kindergarten through grade
3) who have not been identified as needing special
education or related services but who need
additional academic and behavioral support to
succeed in a general education environment.
• OSEP lacks the authority to expand the population of
children who can be provided permissive CEIS under
IDEA.
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CEIS Funds
− Mandatory Use: 15% of total IDEA Part B funds
(611+619)
− Permissive Use: up to 15% of total IDEA Part B
funds (611+619)
− Funds transfer from PRC 060 to PRC 070
− Allowable use of funds for targeted CEIS students
include personnel, contracted services and
equipment
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CEIS
Reporting requirement
− LEAs must track students who receive CEIS
and annually report the number of those
students who received CEIS and subsequently
received special education and related services
during the preceding two year period.
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IDEA Part B 611 Grant
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CEIS Plan in IDEA Grant
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CEIS in Grant Training Site
http://pedpidomtc.dpi.state.nc.us/ecgrantstr1718.nsf
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CEIS Scenarios
Grant year 2016-17
• Mandatory or Permissive CEIS funds
– Need PRC 070 budget
– Need CEIS plan in Grant
• Questions 6 and 7 require no numbers
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CEIS Scenarios
Grant year 2017-18
• No mandatory or permissive CEIS funds
but CEIS carry over funds
– Need PRC 070 budget
– Need CEIS plan in grant
• Question 6 will have the number of students who
received CEIS in 2016- 17
• Question 7 will have the number of those children that
received CEIS and received special education and
related services in 2016-17
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CEIS Scenarios
Grant year 2018-19
• No CEIS funds (mandatory, permissive or
carry over)
– No PRC 070 budget is needed
– No CEIS plan is needed
• Question 6 will have the number of students that
received CEIS in 2017-18
• Question 7 will have the number of students that
received CEIS either 2016-17 and/or 2017-18 and
who are receiving special education and related
services in 2017-18 ( tracking students from 2016-
17 and 2017-18)
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CEIS Scenarios
Grant year 2019-20
• No CEIS funds
– No PRC 070 budget is needed
– No CEIS plan is needed
• Question 6 requires no number
• Question 7 will have the number of students that
received CEIS either 2016-17 and/or 2017-18 and
who are receiving special education and related
services in 2018-19 (tracking students from 2016-17,
2017-18 and 2018-19)
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CEIS Scenarios
Grant year 2020-21
• No CEIS Funds
– The LEA can check NA at the top of the
page
OR
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CEIS Scenarios
Grant year 2020-21
• Mandatory or permissive CEIS funds
– Need PRC 070 budget
– Need CEIS plan in grant
• Question 6 no number required
• Question 7 will have the number of students that
received CEIS in 2017-18 and who are receiving
special education and related services in 2019-
2020 (tracking students from 2017-18 (CEIS
provided) and 2018-19 (no CEIS provided) and
2019-20 (no CEIS provided)
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CEIS Scenarios
Grant Year 2021-22
• No mandatory or permissive CEIS funds but CEIS
carry over funds
– Need PRC 070 budget
– Need CEIS plan in grant
• Question number 6 will have the number of students
who received CEIS in 2020-21
• Question number 7 will have the number of those
children that received CEIS 2020-21and received
Special education and related services in 2020-2021
(2018-19 (no CEIS provided) and 2019-20 (No CEIS
provided) and 2020-2021 (CEIS provided)
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LEAs CEIS Stories
• Presentation by Wayne County Schools
• Michelle Hamm and Dawn Herring
–CEIS Mandatory
»Lessons Learned
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CEIS Plan in IDEA Grant
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LEAs CEIS Stories
• Presentation by Catawba County Schools
• Amy Wilson and Julie Robinson
– CEIS Permissive Use; How and Why
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CEIS Plan in IDEA Grant
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CEIS Plans
• Table top discussion (5 min)
– What is the focus of your LEAs CEIS plan?
– What is working and what is not working?
– Is your LEA planning to make any changes
to the 2017-18 CEIS Plan?
– What data was used to determine those
changes?
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CEIS Tracking
LEAs must track students who receive CEIS and
annually report the number of children who
received CEIS and subsequently received special
education and related services during the
preceding two year period.
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CEIS Tracking Log
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Calculating CEIS
15-16 IDEA 611 Grant Application
Total number of students who received CEIS in the 2014-15 school year
Total number of students who received CEIS anytime in the past
three school years (2012-13, 2013-14, and 2014-15) and received special
education and related services in 2014-15.
12-13 13-14 14-15
Original Reported 0 0
# of students who left LEA or no longer eligible EC 0 0 Calculated Total
Adjusted totals 0 0 0 0 Match
16-17 IDEA 611 Grant Application
Total number of students who received CEIS in the 2015-16 school year
Total number of students who received CEIS anytime in the past three
school years (2013-2014, 2014-2015 and 2015-2016) and received special
education and related services in 2015-2016.
13-14 14-15 15-16
Original Reported 0 0
# of students who left LEA or no longer eligible EC 0 Calculated Total
Adjusted totals 0 0 0 0 Match
17-18 IDEA 611 Grant Application
Total number of students who received CEIS in the 2016-17 school year
Total number of students who received CEIS anytime in the past three
school years (2014-2015, 2015-2016, and 2016-2017) and received special
education and related services in 2016-2017.
14-15 15-16 16-17
Original Reported 0 0
# of students who left LEA or no longer eligible EC 0 Calculated Total
Adjusted totals 0 0 0 0 Match
LEA Name
Comments:
Comments:
Comments:
CEIS Work Sheet
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CEIS Work Sheet
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CEIS Stories from LEAs
• Presentation by Charlotte Mecklenburg Schools
• Stacie Levi and Gina Smith
–Lessons Learned
»How to track
»Students
»Funds
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CEIS Plan in IDEA Grant
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CEIS Stories from LEAs
• Presentation Richmond County Schools
• Theresa Gardner
– CEIS Permissive Use; How and Why
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CEIS Plan in IDEA Grant
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CEIS Tracking Systems
• Table top discussion (5 min)
– What type of tracking system is your LEA
currently using?
– Is your LEA’s current tracking system
effective?
– What new ideas for tracking CEIS did you
get from the presentations?
– Are there any recommendations from LEAs
at your table for tracking students to ensure
accurate data?
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Significant disproportionality and
impact on CEIS
• Final regulations:
– https://www.gpo.gov/fdsys/pkg/FR-2016-12-19/pdf/2016-30190.pdf
• Effective: January 18, 2017– Comply with regulations by July 1, 2018
• Regulations change how states determine SD and CEIS
• NC will be seeking stakeholder input regarding the regulation changes throughout 2017
• States may accelerate this timetable by one year if they choose.
• States must continue to make annual SD determinations in the interim based on previous regulations.
• States are not required to include children ages three through five in the calculations under identification and identification with specific disabilities until July 1, 2020.
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Questions ?
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Exceptional Children Division
Special Projects and Data Grant and Fiscal Team
Contact Information
IDEA Consultant
Districts 6,7 & 8
Keashia Walker
Phone: 919-807-3966
Email:
IDEA Consultant
Districts 3 & 5
Valencia Davis
Phone: 252-537-9435
Email:
IDEA Consultant
Districts 1,2 and 4
Dr. Ronda Sortino
Phone: 919-807-3951
Email:
Section Chief
Tracy Riddle
Phone: 919-807-3948
Email:
CEIS Activity 1
CEIS Table Top Discussion
1. What is the focus of your LEAs CEIS plan?
2. What is working and what is not working?
3. Is your LEA planning to make any changes to the 2017-18 CEIS Plan?
4. What data was used to determine those changes?
CEIS Activity 2
CEIS Table Top Discussion
1. What type of tracking system is your LEA currently using?
2. Is your LEA’s current tracking system effective?
3. What new ideas for tracking CEIS did you get from the presentations?
4. Are there any recommendations from LEAs at your table for tracking students to ensure
accurate data?
