Office of Special Education Significant Disproportionality Teri Johnson Chapman, Ed.S. Director Office of Special Education May 28, 2015

Office of Special Education

Significant Disproportionality

Teri Johnson Chapman, Ed.S.Director

Office of Special EducationMay 28, 2015


Content of Folders• PowerPoint• Alexa Posny Memorandum• FOCUS on Results Article• Checking For Understanding• Statutes: Disproportionality and CEIS• CEIS Plan—Guided Template• Sample CEIS Data Collection Form• Sample CEIS Budget• CEIS Frequently Asked Questions• Quick Reference Guide


It’s Not Fair!

• The data is wrong.• Our district accepts non-resident students

which causes a high identification rate.• Students with disabilities move into our

district which skews our data.• We offer Schools of Choice.• Coordinated Early Intervening Services

(CEIS) will not change our data.• Our policies, procedures and practices are

fine.

Office of Special EducationMay 30, 2014 4

• Your district’s data indicates that you have been identified with significant disproportionality.

• The classification of significant disproportionality is not the same for all districts.

In the room…….

Office of Special EducationMay 30, 2014 4

In the room…….

O 27 districts for disciplineO 10 districts for identificationO 0 district for educational environments

Office of Special Education 28May 31, 2013





IDEA 20 U.S.C § 1418(d) IDEA 20 U.S.C § 1418(d)

IDEA 20 U.S.C § 1413(f)IDEA 20 U.S.C § 1413(f)



Significant DisproportionalityBased on race and ethnicity, the:

identification of children with disabilities;

identification of children with particular impairments;

incidence, duration, and type of disciplinary actions

placement of children with disabilities in particular educational settings;



Data Sources Identification and Ed Settings

MSDS Fall 2013 and Fall 2014

Discipline MSDS 2013-2014 School Year

suspensions/expulsions


Identification and Ed Settings Risk Ratios

For two years:

Weighted Risk Ratio, Alternate Risk Ratio, Risk Ratio > 3.0

Operating District or Resident District



Discipline Risk Ratios

For one year: Weighted Risk Ratio, Alternate Risk Ratio

or Risk Ratio > 3.0

Operating District OnlyOut of School +10 daysOut of School 2-10 days In-School +10 daysIn-School 2-10 days



How to read the Charts


SAMPLE DISCIPLINE REPORT



SAMPLE IDENTIFICATION REPORT

FEDERAL REQUIREMENTS

FOR SIGNIFICANT

DISPROPORTIONALITY



Review policies, procedures, and practices.

34 CFR §300.646(b)(1)

Publicly report any policies, procedures or practices that are changed.

34 CFR §300.646(b)(3)

Coordinated Early Intervening Services (CEIS) (Must use 15% of Part B funds)

34 CFR §300.646(b)(2)


34 CFR §300.646


A site visit to your district by OSE staff and monitors to determine if there are inappropriate identification policies, procedures or practices

If required, create and implement an improvement plan; monitored for evidence of change

Participate in technical assistance



Publicly report any policies, procedures or practices that are changed.

Copy of Board Agenda Copy of Meeting

Minutes/PowerPoint Posting to website is allowed but

verification must be sent to OSE i.e. screenshot

Verification must be sent to Deb Maurer



Significant Disproportionality34 CFR §300.226

Coordinated Early Intervening Services

CEIS are services provided to 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 supports to succeed in a general education environment.




The IDEA (20 U.S.C. §1413(f)(2)) and its regulations (34 CFR §300.226(b)) identify the activities that may be included as CEIS: (1) professional development for teachers and other school staff to enable such 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; and (2) providing educational and behavioral evaluations, services and supports, including scientifically based literacy instruction.


Important

Coordinated Early Intervening Services (CEIS) (Use 15% of Part B funds)34 CFR §300.646 states that when CEIS is required due to significant disproportionality, the CEIS must particularly (though not exclusively) serve students in the groups that were significantly over-identified.





Rationale for using IDEA funds for CEIS is based on research showing that the earlier a child’s learning problems or difficulties are identified, the more quickly and effectively the problems will be corrected or decreased in severity.


CEIS

CEIS services can be provided to students in Kindergarten through grade 12 (with a particular emphasis on students in K-3).

For students NOT currently identified as needing special education or related services, but who need additional academic and behavioral supports.


CEIS

The Target Population:

General Education Students needing

additional academic & behavioral supports

Activity:

Purchasing Supplies

Activity:Professional Development

Activity:Staffing

Activity:Purchasing Programs

Activity:Purchasing Technology


CEIS Program Design Who:

Realistic # of students to be served General Education Students

Details of how students are determined/identified

What: Budget details. What will required

CEIS funds be spent on? e.g. professional development or staff salary, etc..


Program Design due to Deb Maurer

no later than June 30, [email protected]

CEIS


Program Design Approval Process:

1.1.District submits Program Design by District submits Program Design by June 30June 30thth

2.2.Deb Maurer completes initial reviewDeb Maurer completes initial review3.3.Finance reviewsFinance reviews4.4.All program design approvals will be All program design approvals will be

completed by July 31completed by July 31stst and districts will and districts will be notified by that date.be notified by that date.

CEIS


CEIS Program Design

Details Details Details………


Identify students for one-year CEIS activities Next year in May report to OSE # of

students that received CEIS and subsequently received special education programs and/or services.

In May of Year 2 and 3, report to OSE report any student who subsequently received special education programs and/or services

Maintain database for three (3) years for identified student population that received benefit from CEIS

Look for forms to come from ISDSample form in packet

CEIS



CEIS Program Design

Sample CEIS Budget

Reference Green Handout


CEIS

O An LEA that has been identified as having significant disproportionality must reserve and expend 15% of their Part B, Section 611 (flowthrough) and 619 (preschool) funds to provide CEIS.


CEISO For an LEA that receives a Part B allocation, the

LEA must reserve the required amount for CEIS.

O ISD’s that do not distribute either Part B Section 611 and/or 619 funds will be required to reserve a portion of those funds to provide CEIS supports to any LEA(s) identified as having significant disproportionality. The ISD will need to work with the OSE to determine the amount of funds that the ISD will be required to reserve.


CEISO Must reserve and expend the maximum

(15%) amount of the districts Part B funds for CEIS. Once the maximum amount is determined, the district must decide if they will reserve the total amount from their 611 funds, their 619 funds, or a combination of both. The only requirement is that the maximum amount must be reserved and expended for CEIS.


CEISO For example:Part B, Section 611 (flowthrough) allocation

$70,000Part B, Section 619 (preschool) allocation

30,000Total Part B allocation

$100,000CEIS maximum 15% x .15Maximum CEIS amount $15,000


CEIS

O If the district will be using any 619 (ages 3-5) funds for CEIS activities, those funds may only be used for Kindergarten. CEIS is made available only for K-12. No CEIS funds may be utilized for preschool. Also, the 619 funds are not able to be used to support CEIS activities to support students above age 5.


CEIS

O If the district will be using any 619 (ages 3-5) funds for CEIS activities, those funds may only be used for Kindergarten. CEIS is made available only for K-12. No CEIS funds may be utilized for preschool. Also, the 619 funds are not able to be used to support CEIS activities to support students above age 5.

O If the district will be only using 611 (3-21) funds carry out their CEIS activities, those funds may support K-12 (not preschool).


CEISO Encourage prompt expenditure of funds

(current year) but districts have the full period that the funds are available (27 months) to expend the required CEIS amount.

O If the required amount (15%) of Part B funds are not expended by the end of the grant (27 month expenditure period), the unspent amount is not able to be used for any other purpose. and will be recaptured from the district & returned to the Federal government.


CEIS

Important Note:

OFor each school year that CEIS is provided utilizing Part B funds A new Program Design will be required

OReporting Requirement – students provided CEIS in that school year are tracked for 3 years


CEIS Example$500,000 (15%) total amount to be spent on CEIS

Year 1 (1st – 12th month)

Year 2 (13th – 24th

month)


month)

$300,000 spent $150,000 spent $50,000 spent

Program Design required


Program Design Required

Tracking for 3 years required



CEIS On-Site Review

CEIS On-Site Review

CEIS On-Site Review


CEIS Example$500,000 (15%) spent over 27 months


CEIS Example$500,000 (15%) total amount to be spent on CEIS

Year 1 (1st – 12th month)


month)


month)

$500,000 spent $0 spent $0 spent



CEIS On-Site Review


CEIS Example$500,000 (15%) spent in first 12 months


CEIS

Supplementing Vs.

Supplanting


CEIS

OMust be used to supplement State, local, and other Federal funds and not to supplant those funds.

OMust not provide services that are otherwise required by Federal, State or local law

OMust not provide services that were paid for with other funds in a prior year


Finance Questions


Objective: CEIS will be implemented to increase

successful academic intervention in order to decrease the amount of referrals for special education. Interventions will be provided to 50 approx. students in grades 1-4 who presently are flagged as below grade level based on documentation gathered from NWEA.

CEIS Sample

Objective: CEIS will be implemented to increase

successful academic intervention in order to decrease the amount of referrals for special education.


Activities

Hiring a coordinator.(This is not directly impacting the

students, therefore, not an allowable expense.)

CEIS Sample


Activities Read Naturally will be used to develop

and strengthen essential reading and decoding skills in targeted population. It will be used for all students with low performance as identified on the NWEA but will be tracked specifically in the 16 targeted students. (May use it to follow all

students but if purchasing program must only purchase for 16 students or prorate costs.)

CEIS Sample


Activities An award system paying parents with $25 gift cards for groceries/household essentials (alcohol and cigarettes are prohibited items).

(NO. Cannot use funds to purchase gift cards. This is not a direct service to students)

CEIS Sample


Activities Host a game night for parents to help foster networking. Dinner to be provided.

(NO. Cannot use funds for these types of activities.)

For staffing of an in-school suspension room.

(NO.)

CEIS Sample


CEIS Reviews

CEIS


CEIS Review Process

• Calls placed to districts

• On-Site Visits

• Follow-ups as needed• 2nd year• 3rd year

GET ORGANIZED!


CEIS 2015-16

This year….. Next year…..


CEIS 2015-16Key to success:

•CEIS reviewers will visit early in the school year• Plan on September call to schedule on-site

visit (will return as needed).• OSE monitoring is a separate process

•Designate someone to coordinate/organize (saves time).•Write a good plan and follow the plan!

• Only approved students may be served/supported.

•Be prepared to provide documentation of staff certification/endorsement for staff providing direct instruction or support.•Maintain the notebook!


CEIS 2015-16Key to success:

•Document the use of split-funded staff• Logs must be detailed/caseloads cannot be

combined• If a special education teacher is used for

CEIS, documentation must reflect when they are providing CEIS separate from special education assignments

•Align expenditures with direct student support•Know how your “target” population is defined.•Prepare to have service providers be interviewed.

• Classrooms will be visited.•Consider ISD involvement—it can be very helpful.


CEIS 2015-16

Areas of caution include the following:

•Providing services to both SWD and GE students.•Inappropriate purchases such as furniture.•Timeliness of start-up programs.•Program design written doesn’t align with what is being done.•Insufficient documentation.


CEIS 2015-16

Technology

•Technology purchases must be made and in use by the end of November, or they will NOT be approved.


QuestionsQuestions

FOR UNDERSTANDING

1. Significant Disproportionality is not based on findings of noncompliance. Only on data.

TRUE FALSE

2. Significant Disproportionality is the over-representation of only African-American students in special education or related services or programs.

TRUE FALSE

3. For Significant Disproportionality a district must have a risk ratio >3.0 for two consecutive years.

TRUEMAYBE….IT

DEPENDS FALSE

4. For Significant Disproportionality, a district may be identified for

A. identification by race/ethnicity;

B. identification by race/ethnicity & eligibility;

C. placement of children with disabilities in particular educational settings;

D. incidence, duration, and type of disciplinary actions;

E. All of the above

5. For Significant Disproportionality – discipline calculations are based ONLY on disciplinary actions >10 days out–of–school.

TRUE FALSE

6. A district has an over-identification risk ratio of 3.29 (2013-2014 data) and the second year a risk ratio of 3.10 (2014-2015 data). What is the district identified with?

A. Significant Disproportionality

B. Disproportionate Representation

C. Neither

D. Both

7. Districts are required to comply with 3 federal requirements when identified with Significant Disproportionality.

TRUEFALSE

8. For districts identified with Significant Disproportionality, Coordinated Early Intervening Services is optional.

TRUEFALSE

9. Coordinated Early Intervening Services can be implemented district-wide for all students.

TRUEFALSE

10. Coordinated Early Intervening Services can be implemented over 27 months.

TRUEFALSE

11. CEIS funds may be used to purchase technology (i.e. IPads, etc).

TRUEFALSEDEPENDS

12. Professional development can be provided to all staff personnel.

TRUEFALSE

13. Coordinated Early Intervening Services do not need to be related to the area the district was identified for in Significant Disproportionality.

TRUEFALSE

14. For how many years must a district maintain a database of students served under CEIS?

A. 1 yearB. 3 yearsC. 5 yearsD. 7 yearsE. Depends

15. When are program designs due to Deb Maurer?

A. May 30, 2015B. June 30, 2015C. July 11, 2015D. August 11, 2015

16. If after-school tutoring is currently being paid with Title I funds, it is appropriate to transfer allocations to use CEIS funds instead.

TRUEFALSE

17. What percent of Part B 611/619 grant money must be used for CEIS?

A. 10%B. 15%C. 20%D. 25%

18. My district does not receive CEIS funds from the ISD; therefore, I’m not required to do CEIS activities.

TRUEFALSE

May 28, 2015

RESOURCESRESOURCESCEIS Questions?CEIS Questions?

Deb MaurerDeb [email protected]

Data Questions?Data Questions?

Nick Thelen or Julie TrevinoNick Thelen or Julie [email protected] [email protected]

Finance Questions?Finance Questions?

John AndrejackJohn [email protected]


Office of Special EducationMay 28, 2015

Teri Johnson Chapman, Ed.S.Teri Johnson Chapman, Ed.S.

Director Director

Office of Special Education Office of Special Education

(517) 335-0455(517) 335-0455

[email protected]@michigan.gov

May 28, 2015

THE WORK BEGINS THE WORK BEGINS THIS AFTERNOON……THIS AFTERNOON……

You will receive:Discipline and/or Identification ReportNotebookDistrict Profile with budget

informationTechnical Assistance for completing

the electronic CEIS program design


May 28, 2015 Office of Special Education

SAMPLE DISTRICT PROFILE

SIGNIFICANT DISPROPORTIONALITYLEA Profile

LEA: Sample Community SchoolsSD Area: Black - Discipline CEIS Plan Required: Yes15%: Yes - $15,000CEIS Review: YesMonitoring: Fall/On-sitePublic Report: Yes-if findingsPublic Report Date: By Fall 2015

May 28, 2015

AFTERNOON ACTIVITYAFTERNOON ACTIVITY

GUIDED ACTIVITY FOR CREATING A PROGRAM DESIGN


May 28, 2015

CEIS Program DesignCEIS Program Design


May 28, 2015



May 28, 2015



May 28, 2015



May 28, 2015



May 28, 2015



May 28, 2015



May 28, 2015



May 28, 2015




Program Design due to Deb Maurer

no later than June 30, [email protected]

CEIS

Documents

Office of Special Education Significant Disproportionality Teri Johnson Chapman, Ed.S. Director Office of Special Education May 28, 2015