An Overview of Voluntary Coordinated Early Intervening Services (CEIS) and Comprehensive Coordinated Early Intervening Services (CCEIS) Georgia Department of Education Division of Special Education Services and Supports June 2019 Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Division Priorities • Eligibility Determination Process • Parent Procedural Safeguards • IEP Development and Implementation • Written Policies, Practices and Procedures Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Participants will be able to identify the similarities and 1. differences between voluntary CEIS and mandatory comprehensive CEIS (CCEIS). Learning Targets Participants will be able to discuss Georgia’s CEIS/CCEIS 2. process and procedures for participating districts. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Learning Target #2 Participants will be able to discuss Georgia’s CEIS/CCEIS process and procedures for participating districts. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Essential Component : Multi-Level Prevention System Tier III: Tertiary Level of Prevention – Intensive 3% to 5% of Intervention students SST Tier II: Secondary Level of Prevention - Intervention 15% of students SWD, EL, Gifted Tier I: Primary Level of Prevention – Instruction/ Core Curriculum 80% of students Students receive services at all levels, depending on need. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Before Developing a Plan Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Resources for Data Analysis Requires districts to conduct a review of: • Written policies, practices and procedures • Student records • Answer guiding questions about the reviews Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Before Developing a Plan This information should inform plan development. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
The Five Parts of the CEIS/CCEIS Plan 1. Describe the intervention and how the intervening services will support the identified needs of the targeted group of students based on the data analysis. Include the description of implementation of the intervening services (Activities may include professional development, educational and/or behavioral evaluations, services and supports as well as evidence-based interventions). List and describe specific interventions. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Intervening Services Voluntary CEIS/Carryover CEIS Mandatory CCEIS Professional Development Professional development scientifically based and educational and academic and behavioral behavioral evaluations, interventions, including scientifically based services, and supports literacy instruction The activities must instruction on the use of adaptive and instructional address factors and policy, software (where practice, or procedure appropriate) contributing to significant Providing educational and disproportionality. behavioral evaluations, services and supports, including scientifically based literacy instruction Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Evidence-Based Practices (EBPs) from the National Center on Response to Intervention (NCRTI) Developmentally Content Specific Appropriate Learner Supported by Dependent research Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Intervention Non-negotiables • Be connected to a specific goal that is well- defined observable and measurable • Have specific, defined, step-by-step descriptions so they can be • Implemented consistently • Can be replicated • Include ongoing data, progress monitoring of the student’s response to the intervention • Measures of fidelity to assure implementation and coaching supports Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
GaDOE Federal Programs Guidance • Every Student Succeeds Act (ESSA) requires the use of Evidence-Based Interventions • Outlines four levels or categories of evidence that can be considered when selecting EBPs Find the Resource Here Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
National Center on National Dropout What Works Intensive Prevention Clearinghouse Intervention Center/Network National Center for Best Evidence Promising Practices Systemic Encyclopedia Improvement Collaborative for National Technical Academic, Social, Assistance Center Evidence for ESSA and Emotional on Transition Learning Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
The Five Parts of the CEIS/CCEIS Plan 2. Describe the targeted audience for the CEIS. How does the intervention meet the diverse needs of the at-risk students (e.g., linguistically, socioeconomically, and culturally, etc.)? a) Targeted school(s) b) Targeted grade level(s) c) Number of Students Identified Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Targeted Audience Voluntary CEIS/Carryover CEIS Mandatory CCEIS Ages 3 through 12 th grade Kindergarten through 12 th Children who are not grade currently identified as ONLY students not needing special education or related services but who currently identified as need additional academic needing special education and behavioral support to or related services succeed in a general education environment. Children currently identified as needing special education or related services (funds can be used primarily, but not exclusively, for this group). Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
The Five Parts of the CEIS/CCEIS Plan 3. Describe the entrance and exit criteria used to identify students for CEIS (i.e. universal screener, Georgia Milestones, ABC data, etc.). Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Example of Entrance/Exit Criteria Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
The Five Parts of the CEIS/CCEIS Plan 4. Describe the ongoing progress monitoring procedures that will be used to measure student outcomes. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
The Five Parts of the CEIS/CCEIS Plan 5. Briefly describe the plan to monitor and assess fidelity of implementation at the district level. Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Ways to Measure Fidelity of Implementation • Self-report data • Observation • Logs, lesson plans, and student work 7/26/2019 Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future 22
Developing the Budget Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
CCEIS/CEIS Budget Amount of funds for FY20 CCEIS ______ 15% Of IDEA funds (611 and 619 Part B IDEA funds) ______ FY19 Carryover ______ Total * For Voluntary CEIS up to 15% of IDEA Funds Proposed number of students that will receive CEIS/CCEIS CEIS/CCEIS expenditures should be identified in the IDEA budget ALL items with a per unit cost of $5,000.00 or more need PRIOR APPROVAL from GaDOE budget specialist (excluding personnel). Allowable Costs – See Regulations Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
Guidance When Spending CEIS/CCEIS Funds Is the cost reasonable to address a valid need? Is the cost necessary for the performance of the grant? Do sound business practices support the expenditure? Does the expense support the purpose of the grant? Is the expense in compliance with laws, regulations, and grant terms? Is the cost a fair rate? Does the LEA have the capacity to use the purchase? Will the expenditure have an educational benefit within the grant period of availability? To prove and document allocability, is the amount charged to the grant commensurate with the benefit received? Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future
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