An Overview of Voluntary Coordinated Early Intervening Services - - PowerPoint PPT Presentation

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An Overview of Voluntary Coordinated Early Intervening Services - - PowerPoint PPT Presentation

Aug 25, 2022 318 likes •638 views

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

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Georgia Department of Education Division of Special Education Services and Supports June 2019

An Overview of Voluntary Coordinated Early Intervening Services (CEIS) and Comprehensive Coordinated Early Intervening Services (CCEIS)

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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

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Participants will be able to identify the similarities and differences between voluntary CEIS and mandatory comprehensive CEIS (CCEIS).

1.

Participants will be able to discuss Georgia’s CEIS/CCEIS process and procedures for participating districts.

2.

Learning Targets

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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.

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

SWD, EL, Gifted Tier I: Primary Level

  • f Prevention – Instruction/

Core Curriculum Tier III: Tertiary Level

  • f Prevention – Intensive

Intervention Tier II: Secondary Level

  • f Prevention - Intervention

3% to 5% of students 80% of students 15% of students

Students receive services at all levels, depending on need.

Essential Component: Multi-Level Prevention System

SST

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Before Developing a Plan

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Requires districts to conduct a review of:

  • Written policies, practices

and procedures

  • Student records
  • Answer guiding questions

about the reviews

Resources for Data Analysis

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Before Developing a Plan

This information should inform plan development.

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

  • 1. Describe the intervention and how the

intervening services will support the identified needs of the targeted group of students based

  • n 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.

The Five Parts of the CEIS/CCEIS Plan

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Intervening Services

Voluntary CEIS/Carryover CEIS Professional Development

scientifically based academic and behavioral interventions, including scientifically based literacy instruction instruction on the use of adaptive and instructional software (where appropriate)

Providing educational and behavioral evaluations, services and supports,

including scientifically based literacy instruction

Mandatory CCEIS Professional development and educational and behavioral evaluations, services, and supports The activities must address factors and policy, practice, or procedure contributing to significant disproportionality.

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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 Appropriate Content Specific Learner Dependent Supported by research

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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

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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

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Best Evidence Encyclopedia National Technical Assistance Center

  • n Transition

Collaborative for Academic, Social, and Emotional Learning Promising Practices National Center for Systemic Improvement National Center on Intensive Intervention National Dropout Prevention Center/Network What Works Clearinghouse Evidence for ESSA

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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

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Targeted Audience

Voluntary CEIS/Carryover CEIS Kindergarten through 12th grade ONLY students not currently identified as needing special education

  • r related services

Mandatory CCEIS Ages 3 through 12th grade Children who are not currently identified as needing special education

  • r related services but who

need additional academic and behavioral support to 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).

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

  • 3. Describe the entrance and exit criteria used

to identify students for CEIS (i.e. universal screener, Georgia Milestones, ABC data, etc.).

The Five Parts of the CEIS/CCEIS Plan

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Example of Entrance/Exit Criteria

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

  • 4. Describe the ongoing progress monitoring

procedures that will be used to measure student outcomes.

The Five Parts of the CEIS/CCEIS Plan

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

  • 5. Briefly describe the plan to monitor and

assess fidelity of implementation at the district level.

The Five Parts of the CEIS/CCEIS Plan

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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 22

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Developing the Budget

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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

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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?

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

After the CEIS/CCEIS Plan is Approved

Districts should:

  • Once approved upload the plan and budget into the portal.
  • Utilize their entrance tool to identify students for CEIS/CCEIS
  • Implement the CEIS/CCEIS plan and identified intervention(s) as
  • utlined/designed
  • Monitor the fidelity of implementation on a regular basis
  • Conduct ongoing progress monitoring of student progress and use it

to inform implementation

  • Designate a budget code extension specific for CEIS/CCEIS

(example: -1 extension = CEIS/CCEIS purchases for any code)

  • Ensure all expenditures for CEIS/CCEIS are appropriate and
  • utlined in the approved budget
  • Enter students in the CEIS/CCEIS portal
  • Exit students from the CEIS/CCEIS portal
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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Participants will be able to identify the similarities and differences between voluntary CEIS and mandatory comprehensive CEIS (CCEIS).

1.

Participants will be able to discuss Georgia’s CEIS/CCEIS process and procedures for participating districts.

2.

Learning Targets

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Richard Woods, Georgia’s School Superintendent | Georgia Department of Education | Educating Georgia’s Future

Resources

  • https://cifr.wested.org/resources/ceis/ceis-step-by-

step/

  • https://cifr.wested.org/wp-

content/uploads/2017/03/Sig-Disprop-Regs- Crosswalk.pdf

  • https://ideadata.org/resources/resource/1580/a-

comparison-of-mandatory-comprehensive- coordinated-early-intervening

  • https://ideadata.org/sites/default/files/media/docum

ents/2018-04/CEIS_Practice_Guide_0.pdf

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Educating Georgia's Future by graduating students who are ready to learn, ready to live, and ready to lead.

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EDUCATING GEORGIA’S FUTURE EDUCATING GEORGIA’S FUTURE

www.gadoe.org

@georgiadeptofed youtube.com/georgiadeptofed