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

3. Office of Special Education 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

4. Office of Special Education 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.

5. Office of Special Education May 30, 20144 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…….

6. Office of Special Education May 30, 20144 In the room……. O 27 districts for discipline O 10 districts for identification O 0 district for educational environments

7. Office of Special Education 28May 31, 2013 Significant Disproportionality

8. Office of Special Education Significant Disproportionality

9. Office of Special Education IDEA 20 U.S.C § 1418(d) IDEA 20 U.S.C § 1413(f) Significant Disproportionality

10. Office of Special Education Significant Disproportionality Based 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;

11. Office of Special Education Significant Disproportionality Data Sources  Identification and Ed Settings  MSDS Fall 2013 and Fall 2014  Discipline  MSDS 2013-2014 School Year suspensions/expulsions

12. Office of Special Education Identification and Ed Settings Risk Ratios For two years:  Weighted Risk Ratio, Alternate Risk Ratio, Risk Ratio > 3.0  Operating District or Resident District Significant Disproportionality

13. Office of Special Education  Discipline Risk Ratios  For one year:  Weighted Risk Ratio, Alternate Risk Ratio or Risk Ratio  > 3.0  Operating District Only  Out of School +10 days  Out of School 2-10 days  In-School +10 days  In-School 2-10 days Significant Disproportionality

14. Office of Special Education How to read the Charts Significant Disproportionality

15. SAMPLE DISCIPLINE REPORT

18. SAMPLE IDENTIFICATION REPORT

19. FEDERAL REQUIREMENTS FOR SIGNIFICANT DISPROPORTIONALITY Office of Special Education

20.  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) Significant Disproportionality 34 CFR §300.646

21. Office of Special Education  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 Significant Disproportionality

22. Office of Special Education  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 Disproportionality

23. Office of Special Education Significant Disproportionality 34 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.

24. Office of Special Education Significant Disproportionality Coordinated Early Intervening Services 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.

25. Office of Special Education 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. Significant Disproportionality

26. Office of Special Education Significant Disproportionality Coordinated Early Intervening Services 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.

27. Office of Special Education 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.

28. Office of Special Education 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

29. Office of Special Education 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..

30. Office of Special Education Program Design due to Deb Maurer no later than June 30, 2015 maurerd@michigan.gov CEIS

31. Office of Special Education Program Design Approval Process: 1. District submits Program Design by June 30 th 2. Deb Maurer completes initial review 3. Finance reviews 4. All program design approvals will be completed by July 31 st and districts will be notified by that date. CEIS

32. Office of Special Education CEIS Program Design  Details Details Details………

33. Office of Special Education  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 ISD  Sample form in packet CEIS

34. Office of Special Education

36. CEIS Program Design Sample CEIS Budget Reference Green Handout

37. Office of Special Education 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.

38. Office of Special Education CEIS O 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.

39. Office of Special Education CEIS O 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.

40. Office of Special Education CEIS O For example: Part B, Section 611 (flowthrough) allocation $70,000 Part B, Section 619 (preschool) allocation 30,000 Total Part B allocation $100,000 CEIS maximum 15% x.15 Maximum CEIS amount $15,000

41. Office of Special Education 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.

42. Office of Special Education 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).

43. Office of Special Education CEIS O 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.

44. Office of Special Education CEIS Important Note: O For each school year that CEIS is provided utilizing Part B funds A new Program Design will be required O Reporting Requirement – students provided CEIS in that school year are tracked for 3 years

45. Office of Special Education CEIS Example $500,000 (15%) total amount to be spent on CEIS Year 1 (1 st – 12 th month) Year 2 (13 th – 24 th month) Year 3 (25 th – 27 th 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

46. Office of Special Education CEIS Example $500,000 (15%) spent over 27 months 3 of 3 years tracking Year 5 3 of 3 years tracking + 2 of 3 years tracking Year 4 3 of 3 years tracking + 2 of 3 years tracking + 1 of 3 years tracking Year 3 2 of 3 years tracking + 1 of 3 years tracking Year 2 1 of 3 years tracking Year 1

47. Office of Special Education CEIS Example $500,000 (15%) total amount to be spent on CEIS Year 1 (1 st – 12 th month) Year 2 (13 th – 24 th month) Year 3 (25 th – 27 th month) $500,000 spent$0 spent Program Design required Tracking for 3 years required CEIS On-Site Review

48. Office of Special Education CEIS Example $500,000 (15%) spent in first 12 months Year 5 Year 4 3 of 3 years tracking Year 3 2 of 3 years tracking Year 2 1 of 3 years tracking Year 1

49. Office of Special Education CEIS Supplementing Vs. Supplanting

50. Office of Special Education CEIS O Must be used to supplement State, local, and other Federal funds and not to supplant those funds. O Must not provide services that are otherwise required by Federal, State or local law O Must not provide services that were paid for with other funds in a prior year

51. Office of Special Education Finance Questions

52. Office of Special Education  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.

53. Office of Special Education  Activities  Hiring a coordinator.  (This is not directly impacting the students, therefore, not an allowable expense.) CEIS Sample

54. Office of Special Education  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

55. Office of Special Education 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

56. Office of Special Education 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

57. Office of Special Education CEIS Reviews CEIS

58. Office of Special Education CEIS Review Process Calls placed to districts On-Site Visits Follow-ups as needed 2 nd year 3 rd year

59. GET ORGANIZED !

60. Office of Special Education CEIS 2015-16 This year…..Next year…..

61. Office of Special Education CEIS 2015-16 Key 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!

62. Office of Special Education CEIS 2015-16 Key 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.

63. Office of Special Education 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.

64. Office of Special Education CEIS 2015-16 Technology Technology purchases must be made and in use by the end of November, or they will NOT be approved.

65. Office of Special Education Questions

66. FOR UNDERSTANDING

67. 1. S ignificant Disproportionality is not based on findings of noncompliance. Only on data. TRUE FALSE

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

69. 3. For Significant Disproportionality a district must have a risk ratio >3.0 for two consecutive years. TRUE MAYBE….IT DEPENDS FALSE

70. 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

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

72. 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

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

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

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

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

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

78. 12. Professional development can be provided to all staff personnel. TRUE FALSE

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

80. 14. For how many years must a district maintain a database of students served under CEIS? A. 1 year B. 3 years C. 5 years D. 7 years E. Depends

81. 15. When are program designs due to Deb Maurer? A. May 30, 2015 B. June 30, 2015 C. July 11, 2015 D. August 11, 2015

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

83. 17. What percent of Part B 611/619 grant money must be used for CEIS? A. 10% B. 15% C. 20% D. 25%

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

85. May 28, 2015 RESOURCES CEIS Questions? Deb Maurer maurerd@michigan.gov Data Questions? Nick Thelen or Julie Trevino thelenN1@michigan.gov trevinoj1@michigan.gov Finance Questions? John Andrejack andrejackj@michigan.gov Office of Special Education

86. May 28, 2015 Teri Johnson Chapman, Ed.S. Director Office of Special Education (517) 335-0455 JohnsonT37@michigan.gov

87. May 28, 2015 THE WORK BEGINS THIS AFTERNOON…… You will receive: Discipline and/or Identification Report Notebook District Profile with budget information Technical Assistance for completing the electronic CEIS program design Office of Special Education

88. May 28, 2015Office of Special Education

89. SAMPLE DISTRICT PROFILE SIGNIFICANT DISPROPORTIONALITY LEA Profile LEA:Sample Community Schools SD Area:Black - Discipline CEIS Plan Required:Yes 15%:Yes - $15,000 CEIS Review:Yes Monitoring: Fall/On-site Public Report:Yes-if findings Public Report Date:By Fall 2015

90. May 28, 2015 AFTERNOON ACTIVITY GUIDED ACTIVITY FOR CREATING A PROGRAM DESIGN Office of Special Education

91. May 28, 2015 CEIS Program Design Office of Special Education

92. May 28, 2015 CEIS Program Design Office of Special Education

93. May 28, 2015 CEIS Program Design Office of Special Education

94. May 28, 2015 CEIS Program Design Office of Special Education

95. May 28, 2015 CEIS Program Design Office of Special Education

96. May 28, 2015 CEIS Program Design Office of Special Education

97. May 28, 2015 CEIS Program Design Office of Special Education

98. May 28, 2015 CEIS Program Design Office of Special Education

99. May 28, 2015 CEIS Program Design Office of Special Education

100. Program Design due to Deb Maurer no later than June 30, 2015 maurerd@michigan.gov CEIS