Local Educational Agency
Determine a need for CEIS to improve results for children without disabilities
When planning to improve results for children who need additional supports, school and LEA officials (general and special education administrators) may identify a need for intervening services to assist children who are not eligible for special education and related services but who need additional academic and behavioral supports to succeed in a general education environment. In planning to improve child outcomes, an LEA may identify specific early intervening services that may appropriately be supported by Part B CEIS funds. An LEA should identify the needs of a specific subgroup based on data analyses. The LEA may also conduct an analysis of its current multitiered system of supports (MTSS), positive behavior interventions and supports (PBIS), or response to intervention (RTI) models to determine whether additional appropriate interventions are needed for any subgroup.
TA Centers that assist with identifying a need for CEIS and the appropriate uses of CEIS funds
U.S. Department Education–Funded TA Centers
- Equity Assistance Centers
Regional Equity Assistance Centers provide assistance in the areas of race, gender, national origin, and religion equity to public schools to promote equal educational opportunities.
- National Center for Systemic Improvement (NCSI)
NCSI provides technical assistance to SEAs to help them think systemically and programmatically about how CEIS and other sources of funds might be coordinated to address the voluntary and/or required use of CEIS funds; for example, to support MTSS frameworks as well as other state or district-specific needs such as equity, quality core instruction, using data to guide decision-making, and community and stakeholder engagement.
- Regional Educational Laboratories (RELs)
The RELs work in partnership with school districts, state departments of education, and others to use data and research to improve academic outcomes for students. Fundamentally, the mission of the RELs is to provide support for a more evidence-reliant education system.
- The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)
The Technical Assistance Center on Positive Behavioral Interventions and Supports was established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to technical assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities.
Resources to assist with identifying a need for CEIS and the appropriate uses of CEIS funds
U.S. Department of Education Resources
U.S. Department of Education-Funded TA Center Resources
- The IDEA Partnership and NASDE. Leading by Convening: A Blueprint for Authentic Engagement
- Regional Educational Laboratory Program. Toolkit of Resources for Engaging Families and the Community as Partners in Education Part 1: Building an understanding of family and community engagement
- SWIFT Center. Trusting Family Partnerships
Do you know of other resources that are not listed here? Contact us.