Coordinated Early Intervening Services (CEIS) Resources: Step by Step

Developed by CIFR, the online Coordinated Early Intervening Services (CEIS) Resources: Step by Step is designed to help state and local educational agencies navigate the steps associated with planning for, providing, and tracking comprehensive or voluntary CEIS. For each CEIS step, the interactive organizer provides links to TA Centers, tools, and resources that may assist users to understand and implement that step. Pay particular attention to the many helpful resources created by the IDEA Data Center (IDC). This resource was updated based on significant disproportionality regulations released December 2016.

Quick Reference Guide on Coordinated Early Intervening Services

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. Created by CIFR in collaboration with the IDEA Data Center, it describes the requirements for the provision of CEIS, the use of CEIS funds, the interaction of CEIS funds and LEA maintenance of effort reduction, and reporting obligations. It concludes with questions and additional resources for states to consider.

Crosswalk of Current Significant Disproportionality Regulations with Prior Significant Disproportionality Regulations

This resource shows the significant disproportionality regulations released on the Federal Register, December 19, 2016, along with OSEP commentary on the changes.

Writing Exemplary Data Notes for LEA MOE Reduction Data and CEIS Data

This practice guide was written to help states develop effective data notes to respond to any MOE Reduction and CEIS data quality inquiries. The document describes the value of well written explanations of data warnings, provides an overview of OSEP’s data-quality review process, and offers examples of both inadequate and exemplar data notes for several common warning messages.

618 Data Pre-submission Edit Check Tool — Part B MOE and CEIS

This tool was developed by the IDEA Data Center (IDC), in collaboration with CIFR, to help states prepare their Part B MOE and CEIS data submission. States can use the tool to identify potential edit check errors or errors in subtotals or totals prior to submitting the data to OSEP.

Link > https://ideadata.org/resources/resource/162/618-data-pre-submission-edit-check-tool-part-b-moe-and-ceis

CEIS Practice Guide: Examples of Fiscal and Child Tracking for Voluntary and Comprehensive Coordinated Early Intervening Services (CEIS)

Developed jointly by IDC and CIFR, this practice guide provides examples of voluntary and comprehensive CEIS, including scenarios for providing professional development and providing CEIS over multiple years. For each scenario, the practice guide describes how the LEA or state could document the amount the LEA reserved for voluntary or comprehensive CEIS; the activities conducted using IDEA funds for voluntary or comprehensive CEIS; the target group of children; and ongoing child-level data about special education identification.

Link > https://ideadata.org/resources/resource/1790/ceis-practice-guide

Coordinated Early Intervening Service (CEIS) Fiscal and Student Data Tracker

The CEIS Fiscal and Student Data Tracker helps states and LEAs report on CEIS in accordance with IDEA regulations. The resource is a set of three tools states can use to assist with tracking fiscal, service, and student data associated with CEIS at the LEA-, school-, or provider-levels. The tools allow users to track across years whether an LEA provided voluntary or comprehensive CEIS, amounts of funds reserved and expended, students receiving CEIS, and if and when those children are found eligible for special education and related services.

Link > https://ideadata.org/resources/resource/1689/coordinated-early-intervening-services-ceis-fiscal-and-student-data-tracker

Rule Delay for Significant Disproportionality (Equity in IDEA) Regulations

Issued by the U.S. Department of Education, this final rule postponed the compliance date for implementing the significant disproportionality regulations (released December 16, 2016) by two years, from July 1, 2018, to July 1, 2020. The rule also postponed the date children ages 3 through 5 must be included in the analysis of significant disproportionality, from July 1, 2020, to July 1, 2022. The rule announcement includes an analysis of public comments provided to the earlier notice of proposed rulemaking.

Link > https://www.gpo.gov/fdsys/pkg/FR-2018-07-03/pdf/2018-14374.pdf

EMAPS User Guide: IDEA Part B Maintenance of Effort (MOE) Reduction and Coordinated Early Intervening Services (CEIS)

This user guide is intended to provide assistance to users of the EDFacts Metadata and Process System (EMAPS) for the IDEA Part B MOE reduction and CEIS reporting requirements. It demonstrates the steps necessary to enter the data and navigate in EMAPS.

Link > https://www2.ed.gov/about/inits/ed/edfacts/emaps-idea-part-b-moe-reduction-ceis-user-guide.pdf

A Comparison of Mandatory Comprehensive Coordinated Early Intervening Services (CCEIS) and Voluntary Coordinated Early Intervening Services (CEIS)

This chart, issued by the IDEA Data Center, outlines the differences in key elements between voluntary coordinated early intervening services and required comprehensive coordinated early intervening services (CCEIS) key elements. The key elements compared are grade level, ages, and groups served; funds; permitted activities; and reporting requirements. The chart also provides citations for IDEA regulations.

Link > https://ideadata.org/sites/default/files/media/documents/2017-09/idc_ceis_chart.pdf

Model State Timeline

Following the revised significant disproportionality regulations, effective January 18, 2017, OSEP released a Model State Timeline to help states prepare for full compliance in school year 2018-2019. States may use this suggested timeline in accordance with the Significant Disproportionality (Equity in IDEA) Essential Questions and Answers (Q&A) for guidance while preparing to implement the new rule.

Link > https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/model-state-timeline-for-significant-disproportionality-implementation.pdf

Significant Disproportionality (Equity in IDEA) Essential Questions and Answers (Q&A)

OSEP released a Q&A guidance document to answer questions as states begin engaging their stakeholders around the implementation of the revised significant disproportionality final regulations effective January 18, 2017. Section C “Remedies” of the Q&A document addresses policies, practices, and procedures regarding CEIS; funding comprehensive CEIS; implications for LEA Maintenance of Effort; and more.

Link > https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/significant-disproportionality-qa-2-23-17.pdf

MOE Reduction Eligibility Decision Tree and Worksheets

The MOE Reduction Eligibility Decision Tree and Worksheets includes three documents to assist SEAs and LEAs with MOE reduction. First is a Decision Tree that guides SEAs and LEAs through a series of questions to determine an LEA’s eligibility to reduce MOE. The second document is an Excel-based worksheet that facilitates the calculation of the maximum allowable amount of funds for MOE reduction and CEIS for the LEAs. The third document is an Excel-based worksheet that facilitates the calculation of the maximum allowable amount of MOE reduction and CEIS for all the LEAs within the SEA.

Link > https://ideadata.org/resources/resource/1495/maintenance-of-effort-moe-reduction-eligibility-decision-tree

Federal Register, Vol. 81, No. 243, 34 CFR Part 300: Assistance to States for the Education of Children with Disabilities; Preschool Grants for Children with Disabilities (Significant Disproportionality)

These final regulations on significant disproportionality, effective January 18, 2017, consist of an analysis of comments to the proposed regulations and changes to how states determine significant disproportionality and implement comprehensive CEIS based on significant disproportionality.

Link > https://www.gpo.gov/fdsys/pkg/FR-2016-12-19/pdf/2016-30190.pdf

Letter to Goodman

This letter responds to the Maryland Special Needs Advocacy Project and addresses two IDEA fiscal topics, one of which is CEIS. The CEIS question regards calculation of the proportionate share of IDEA funds that must be used by a local educational agency (LEA) to provide equitable services to children with disabilities who are parentally placed in private schools when that LEA is required to provide comprehensive CEIS. For comprehensive CEIS, an LEA is required to reserve exactly 15% of its IDEA funds to provide these services when it has been identified with significant disproportionality. OSEP explains that the calculations for the percentage of IDEA funds to reserve for comprehensive CEIS and the proportionate share must be based on the total amount of the IDEA sub grant the LEA receives under 34 CFR §§300.705 and 300.815.

Link > https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/osep-letter-to-goodman-private-school-children8-23-16.pdf

IDEA Data Training Modules

The IDEA Data Training Modules provide information on the required IDEA 618 data submissions and relevant APR indicators. The website contains eight training modules, three of which support the IDEA MOE reduction and CEIS data submission requirements. Module 1 provides users with an overview of EDFacts. Module 3 provides an overview of the MOE reduction and CEIS data submission. Module 6 provides an overview of the public reporting requirements related to the MOE reduction and CEIS data submission.

Link > https://ideadata.org/newdatamanagers/part-b

Spreadsheet Application for Calculating Disproportionality Measures and User’s Guide: Spreadsheet Application for Calculating Disproportionality Measures (Revised)

The Excel spreadsheet application and user’s guide are tools to help states in their assessments of racial/ethnic disproportionality in LEAs. The spreadsheet application calculates several disproportionality measures. The user’s guide includes an overview of the spreadsheet application, discussions on data requirements, instructions for using the spreadsheet application, and information on getting help with questions and/or problems. This resource complements IDC’s previously published technical assistance document, Methods for Assessing Racial/Ethnic Disproportionality in Special Education: A Technical Assistance Guide (Revised), which provides additional information about the measures calculated by the spreadsheet. This spreadsheet is intended to help SEA staff determine which of their LEAs have significant disproportionality based on data that are required as part of the EMAPS IDEA Part B MOE Reduction and CEIS data collection.

Link > https://ideadata.org/resources/resource/1484/spreadsheet-application-for-calculating-disproportionality-measures-and

Navigating Coordinated Early Intervening Services (CEIS) Frequently Asked Questions (FAQ)

This FAQ document developed by the OSEP-funded IDEA Data Center (IDC) focuses on helping SEAs and LEAs understand CEIS and its reporting requirements. These questions were developed to be used in conjunction with the OSEP Guidance Memo 08-09.

Link > https://ideadata.org/resources/resource/1477/navigating-coordinated-early-intervening-services-ceis-frequently-asked

Methods for Assessing Racial/Ethnic Disproportionality in Special Education: A Technical Assistance Guide (Revised)

This technical assistance guide can be used by SEA staff members who analyze, interpret, and/or make decisions based on disproportionality data and analyses. This guide describes some of the more common methods for calculating disproportionality, summarizes the question each method answers, provides step-by-step examples of how disproportionality is calculated, and offers brief discussions on how to interpret the method and some considerations. It is intended to help SEA staff members determine which of their LEAs have significant disproportionality, data that are required as part of the EMAPS IDEA Part B MOE Reduction and CEIS data collection.

Link > https://ideadata.org/resources/resource/140/methods-for-assessing-racialethnic-disproportionality-in-special-education

Letter to Carol Hokenson

This OSEP letter clarifies that district use of CEIS funds must be used to supplement state, local, and other federal funds, not to supplant those funds. It also answers a question about the allowance for reduction in MOE due to improved efficiencies of transportation costs with no reduction in special education and related services. The only exceptions and adjustments that apply to LEA MOE requirements are described in the regulations. See 34 CFR §300.202(a)(3) and 34 CFR §§300.204 and 300.205.

Link > http://www2.ed.gov/policy/speced/guid/idea/letters/2013-1/hokenson01302013leamoe1q2013.pdf

Letter to Dale

This letter to the Division of Rehabilitation Services and Special Education at the University of Maine, Farmington, discusses the possible uses for CEIS funds including a tiered support system such as response to intervention (RTI), and funding teachers.

Link > http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/12-008431r-me-dale-rti-11-14-12.pdf

Letter to Andrejack

This letter to the Michigan Department of Education addresses three IDEA fiscal topics, two of which are maintenance of effort (MOE) and coordinated early intervening services (CEIS). The CEIS question asks about the possibility of reallocating CEIS funds not expended by an LEA. OSEP explains that the funds can only be used for the purposes stated in IDEA and any funds not expended by the LEA when required to expend them due to significant disproportionality would revert to the U. S. Department of Education at the end of the expenditure period for those funds.

Link > http://www2.ed.gov/policy/speced/guid/idea/letters/2010-2/andrejack060110useoffunds2q2010.pdf

Coordinated Early Intervening Services (CEIS)

This document is a report on a forum on Coordinated Early Intervening Services (CEIS) that includes background information about CEIS and a summary of the forum’s presentations and discussions. The purpose of the forum was to solicit input from stakeholders in the areas of implementation challenges, needed guidance and technical assistance and best practices in the field related to CEIS.

Link > http://nasdse.org/DesktopModules/DNNspot-Store/ProductFiles/107_4b743149-1cf9-4b6c-8d84-4de53a05f356.pdf

OSEP Memo 08-09: Coordinated Early Intervening Services under Part B of the IDEA

This OSEP Memo clarifies the use of IDEA funds and other federal funds for CEIS, including the provision that requires the SEA to require the LEA to reserve the maximum amount of funds available for comprehensive CEIS if the SEA identifies significant disproportionality based on race or ethnicity. See 34 CFR §300.646(b)(2).

Link > http://www2.ed.gov/policy/speced/guid/idea/ceis_pg2.html

OSEP Memo 07-09: Disproportionality of Racial and Ethnic Groups in Special Education

This OSEP memo clarifies actions that state and local educational agencies (SEA and LEA) must take to identify and act upon disproportionality of racial and ethnic groups in special education. The regulations state that the SEA must require any LEA identified as having significant disproportionality to reserve 15% of the flow-through funds under IDEA Part B to provide comprehensive CEIS to serve children not identified with disabilities. This document describes the differences between the requirements for significant disproportionality and CEIS and the requirements related to disproportionate representation as a result of inappropriate identification. See 20 U.S.C. §1416(a)(3)(C), 34 CFR §300.600(d)(3), and 34 CFR §300.646(b)(2).

Link > http://www2.ed.gov/policy/speced/guid/idea/letters/2007-2/osep0709disproportionality2q2007.pdf

Questions and Answers on Response to Intervention (RTI) and Early Intervening Services (EIS)

This is one document in a series of Q&As prepared by OSERS to clarify issues emerging from the last reauthorization of IDEA, specifically questions related to RTI and EIS funds in Part B.

Link > https://sites.ed.gov/idea/files/07-0021.RTI_.pdf