MARYLAND STATE DEPARTMENT OF EDUCATION
Division of Early Intervention and Special Education Services
LOCAL APPLICATION FOR FEDERAL FUNDS (LAFF)
Comprehensive Coordinated Early Intervening Services (CCEIS)
Federal Fiscal Year (FFY) 2020 State Fiscal Year (SFY) 2021
BOOK # 4CCEIS Submission Workbook
Application Due: May 29, 2020 via the MSDE Secure Web Client
Marcella E. Franczkowski, M.S.
Assistant State Superintendent
Division of Early Intervention and Special Education Services
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Quick Reference Guide on Comprehensive Coordinated Early Intervening Services (CCEIS)
What are Comprehensive Coordinated Early Intervening Services?IDEA regulations guiding the mandatory provision of Comprehensive Coordinated Early Intervening Services (CCEIS) were revised in 2016. These regulations require local school systems (LSS) identified by the State as having significant disproportionality based on race or ethnicity to reserve 15 percent of IDEA Part B Section 611 and Section 619 funds to implement a comprehensive system of proactive and responsive actions to address root cause factors contributing to significant disproportionality with respect to identification, placement, and/or disciplinary removals. CCEIS is defined by regulations at 34 CFR §300.646(d).
What activities are included in CCEIS?CCEIS activities funded under Part B include:
Providing educational and behavioral evaluations, services, and supports, including evidence based literacy instruction (see 34 CFR §300.226(b)).
Providing professional development and educational and behavioral evaluations, services, and supports (see 34 CFR §300.646 (d)(1)(i)).
In addition, the local system must:
Address the factors contributing to the significant disproportionality (34 CFR §300.646 (d)(1)(ii)); and
Address a policy, practice, or procedure identified by the LSS as contributing to the significant disproportionality (34 CFR §300.646 (d)(1)(iii)).
What are some general considerations for local CCEIS Plan Development?
Utilize the support of the MSDE, DEI/SES Liaison for technical assistance in developing and implementing the local system CCEIS plan.
Build systemic awareness and the leadership supports necessary to implement organizational change and promote sustainability.
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Identify and convene a local system team representing both special and general education to meet regularly to determine critical planning, development, and evaluation of improvement processes.
Establish a diverse stakeholder group inclusive of external and internal partners in order to develop an understanding of disproportionality and the conditions resulting in the local systems identification as significantly disproportionate.
Engage in a self-assessment/data review process to determine the root cause factors creating the area(s) of significant disproportionality.
Use the root cause factors to plan for proactive and responsive actions necessary to increase equity and decrease disproportionality at the district, school, and/or classroom level.
Consider implementation drivers: staffing, training, ongoing coaching and consultation, staff performance evaluation, data systems that support decision making, progress monitoring, implementation with fidelity, and effective evaluation.
Identify a structure of professional learning experiences that builds the capacity of local general and special education personnel who are engaged in the day to day implementation of change efforts.
Develop a system for evaluation of plan outcomes that emphasizes teacher/staff fidelity of implementation as well as student outcomes.
Complete the Comprehensive Coordinated Early Intervening Services (CCEIS) Plan.
Align projected expenditures with CCEIS Plan outcomes.
Share a draft of the local CCEIS Plan with the MSDE, DEI/SES Liaison prior to obtaining signatures to gain constructive feedback and support in its development, implementation, and evaluation.
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SFY 2021 Comprehensive Coordinated Early Intervening Services Plan
Local System: Identify the Local System.
Date Submitted: Click or tap to enter a date.
Contact Information for Person Submitting Form
Name/ Position Title: Click or tap here to enter text.
Email: Click or tap here to enter text.
Telephone: Click or tap here to enter text.
Local System TeamIdentify the members of the local-system team responsible for the co-development, data input/root cause analysis, co-implementation, and co-evaluation of the local system CCEIS Plan.
Name Position Title/Agency
Click or tap here to enter text. * Director of Special Education
Click or tap here to enter text. * Local Chief Academic Officer (Assistant Superintendent of Instruction)
Click or tap here to enter text. * Local Finance Officer/Representative
Click or tap here to enter text. * Data Manager
Click or tap here to enter text. Other (Equity Officer/Representative):
Click or tap here to enter text. Other: Click or tap here to enter text.
Click or tap here to enter text. Other: Click or tap here to enter text.
* Required members of the local system team.
Reserved FundsIn accordance with 34 CFR §300.646 and federal guidance Significant Disproportionality (Equity in IDEA) Essential Questions and Answers (March 2017), any local system identified as having significant disproportionality must reserve 15% of its federal Part B allocation to provide comprehensive coordinated early intervening services (CCEIS), to address root causes of the significant disproportionality. The reserved funds must be calculated on the basis of both the local system’s Part B 611 (611 funds) and Part B 619 (619 funds) total combined passthrough funds. However, a local system retains full flexibility regarding whether the reservation is made with 611 funds, 619 funds, or both.
Use Table 1 to identify the amounts reserved from each source. In the first section, enter the total allocated 611 and 619 funds as noted on the SFY 2021 Local Allocation Sheet. Enter the reserved 611 funds and 619 funds as noted on the SFY 2021 Local Allocation Sheet in the “State Calculated” section. Enter the amount of 611 funds and 619 funds the system will use for the CCEIS plan in the “Local System” section. Please note, if planning to
CCEIS Plan - Page 1
use amounts that are different from the State’s calculation for the respective 611 funds and 619 funds, the amounts provided must equal the total combined amount of 611 funds + 619 funds.
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Identify the Local System.
Table 1
Allocated 611 Passthrough Funds
Allocated 619 Preschool Funds
Allocated Total 611 + 619 Funds
Enter text. + Enter text. Enter text.State Calculated 611 CCEIS Funds
State Calculated 619 CCEIS Funds
State Calculated Total 611 + 619 Funds*
Enter text. + Enter text. = Enter text.
Local System 611 CCEIS Plan Funds
Local System 619 CCEIS Plan Funds
Local CCEIS Plan Total 611 + 619 Funds*
Enter text. and/or Enter text. = Enter text.
* Must equal the State Calculated Total above
Categories of Analysis / Significant DisproportionalityUse Table 2 to enter the categories of analysis and data referencing the local system’s area(s) of significant disproportionality as noted in the SFY 2021 Letter of Significant Disproportionality and is inclusive of 2017 -2018 and 2018 – 2019 data.
Table 2
Category of Analysis / Significant Disproportionality
Risk Ratio: 17-
18
Risk Ratio: 18-
19
Progress Risk Ratio Needed to
Achieve Reasonable
Progress for 2019-
2020
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Enter text. Enter text. Enter text. Enter text.
Programmatic Self- Assessment / Focused NeedsDescribe the programmatic self-assessment tool(s) and data review process used to explore trends relative to need aligned with the area(s) of significant disproportionality. The reflective data analysis should consider factors within the local system’s control or influence impacting significant disproportionality including inequities related to district and/or school resources; consistent implementation of system policies, procedures, and practices at the district, school, or classroom level; and environmental factors such as trauma, poverty, or access to health and human services.
Identify the Self – Assessment Tool(s)/data used:
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Identify the Local System.
Click or tap here to enter text.
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Identify the Local System.
Summarize the results of the self-assessment/data review process:
Click or tap here to enter text.
As a result of the self-assessment/data review, identify the individual school(s) or region(s) within the local system that are the most significantly disproportionate or settings where focused academic/behavioral intervening supports and/or professional development will most likely lead to “reasonable progress”.Complete Table 3.
Table 3Category of Analysis / Significant
DisproportionalityRacial/Ethnic
GroupSchool(s)/Region(s) Grade Level(s)
Identify the category. Race/Ethnicity Enter text. Enter text.
Identify the category. Race/Ethnicity Enter text. Enter text.
Identify the category. Race/Ethnicity Enter text. Enter text.
Identify the category. Race/Ethnicity Enter text. Enter text.
Identify the category. Race/Ethnicity Enter text. Enter text.
For each school identified in Table 3, complete Chart 1 showing the disproportionate data for the targeted population of students. Insert additional data fields, as needed.
Chart 1Category of Analysis: Identify the category.
School Name: Click or tap here to enter text.
School Enrollment: Click or tap here to enter text.
School-wide Number / Percentage of Targeted Population
Number of Targeted Students with Disabilities
Percentage of Total School Enrollment
Number of Targeted Students without Disabilities
Percentage of Total School Enrollment
Projected Number of Targeted Students for CCEIS
Race/EthnicityRace/EthnicityEnter text.
Enter text. Enter text. Enter text. Enter text.
Race/EthnicityRace/EthnicityEnter text.
Enter text. Enter text. Enter text. Enter text.
Category of Analysis: Identify the category.
School Name: Click or tap here to enter text.
School Enrollment: Click or tap here to enter text.
School-wide Number / Percentage of Targeted Population
Number of Targeted Students with Disabilities
Percentage of Total School Enrollment
Number of Targeted Students without Disabilities
Percentage of Total School Enrollment
Projected Number of Targeted Students for CCEIS
Race/Ethnicity Race/ Enter text. Enter text. Enter text. Enter text.
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Identify the Local System.
Number of Targeted Students with Disabilities
Percentage of Total School Enrollment
Number of Targeted Students without Disabilities
Percentage of Total School Enrollment
Projected Number of Targeted Students for CCEIS
EthnicityEnter text.
Race/EthnicityRace/EthnicityEnter text.
Enter text. Enter text. Enter text. Enter text.
Root Cause Analysis Conduct a root cause analysis of factors that contribute to each category of analysis or over multiple categories of analysis for significant disproportionality. Contributing factors may include, among other identified factors, a lack of access to evidence-based instruction; economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings; inappropriate use of disciplinary removals; lack of access to appropriate diagnostic screenings; differences in academic achievement levels; and/or policies, practices, or procedures that contribute to the significant disproportionality.
In Table 4, summarize the analysis of local data trends in order to identify the root cause by considering factors such as race and culturally based-beliefs, inconsistent implementation of systemic/school-based procedures, and access to evidence-based instructional academic/behavioral practices. Provide evidence or data supporting the root cause determination as well as the Planned Response Action (PRA) necessary to address the root cause. Please add additional lines, if necessary.
Planned Response Actions are described in detail within Table 5.
Table 4
Category of Analysis / Significant
Disproportionality
Root Cause(s) Evidence and/or Data including
School(s)/Region(s)/Setting(s)
Planned Response ActionsIdentify each necessary action(s) Professional Development Academic or Behavioral
Interventions
Identify the category. Identify the contributing factor(s)/root cause.
Click or tap here to enter text. PRA # _ Identify the type of activity.
Identify the category. Identify the contributing factor(s)/root cause.
Click or tap here to enter text. PRA # _ Identify the type of activity.
Identify the category. Identify the contributing factor(s)/root cause.
Click or tap here to enter text. PRA # _ Identify the type of activity.
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Identify the Local System.
PRA – (CCEIS)How will your local system use the mandatory reserved 611 and 619 funds for CCEIS activities to target the identified root cause(s) of significant disproportionality? In Table 5, please detail the PRA.
A separate Table 5 must be completed for each PRA aligned to each area of significant disproportionality.
Table 5 PRA Plan # -----Category of Analysis / Significant Disproportionality
Identify the category.
Identify the Race/Ethnicity.
Race/EthnicityPlanned Response Action Plan # -----
Identify the type of activity.
Root Cause Identify the contributing factor(s)/root cause.
Describe How is the PRA related to the area of disproportionality as identified in the data?Click or tap here to enter text.
What resources, including hiring or designating a CCEIS Coordinator, are available for the implementation of the PRA?Click or tap here to enter text.
Describe the level of coaching and/or supervision required for implementation.Click or tap here to enter text.
What outcomes are expectedClick or tap here to enter text.
Describe how you will monitor for fidelity of implementation. Click or tap here to enter text.
Target PopulationTarget Audience
Describe your target population for the implemented activity. Examples include school/region, race/ethnicity, students with disabilities, students without disabilities, and staff. Note that reserved funds may be used for students with and without disabilities, but not exclusively for students with disabilities. For professional development activities, indicate if the training is required by the local system include type of staff (i.e., general educators, special educators, related service providers, administrators, etc.).Click or tap here to enter text.
Timeline Identify the time period for implementation of the PRA activity.Click or tap here to enter text.
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Identify the Local System.
Measurable Outcome:
The measurable outcome demonstrates how the PRA addresses the root cause of significant disproportionality, the needs of the target population, and the specific evidence of change. The outcome statement must be stated in measurable/quantifiable terms with projected timeline(s) for completion.
Click or tap here to enter text.
Data Source(s)/Method(s) for Evaluating Frequency Completion Date
Staff Responsible
Describe how you will monitor the intervention to ensure fidelity of implementation? (i.e., Benchmarks, Formative Measures)
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Identify the data sources to be used to demonstrate progress at Mid-year and End of Year.Mid-Year:
Click or tap here to enter text.
End of Year:
Click or tap here to enter text.
Category of Analysis / Significant Disproportionality
Risk Ratio:
17-18
Risk Ratio: 18-
19
Risk Ratio Needed to Achieve
Reasonable Progress 2019-2020
Identify the category.
Race/Ethnicity
Race/EthnicityEnter text.
Enter text. Enter text.
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Identify the Local System.
Budget Provide detailed information on proposed expenditures such as: salary and wages, number of staff persons, types of supplies and materials, and approximate unit cost/quantity to be purchased for the PRA. Please stipulate which funding source will be used (611 or 619).
Double click to enter data. Click outside of the spreadsheet to return to Word controls.
PRA EXCEL BUDGET DOCUMENT PART B 611
PRA EXCEL BUDGET DOCUMENT FOR PART B 619
CCEIS Plan - Page 9
Identify the Local System.
A separate Table 5 must be completed for each PRA aligned to each area of significant disproportionality. Table 5 PRA Plan # -----
Category of Analysis / Significant Disproportionality
Identify the category.
Identify the Race/Ethnicity.
Race/EthnicityPlanned Response Action Plan # -----
Identify the type of activity.
Root Cause Identify the contributing factor(s)/root cause.
Describe How is the PRA related to the area of disproportionality as identified in the data?Click or tap here to enter text.
What resources, including hiring or designating a CCEIS Coordinator, are available for the implementation of the PRA?Click or tap here to enter text.
Describe the level of coaching and/or supervision required for implementation.Click or tap here to enter text.
What outcomes are expectedClick or tap here to enter text.
Describe how you will monitor for fidelity of implementation. Click or tap here to enter text.
Target PopulationTarget Audience
Describe your target population for the implemented activity. Examples include school/region, race/ethnicity, students with disabilities, students without disabilities, and staff. Note that reserved funds may be used for students with and without disabilities, but not exclusively for students with disabilities. For professional development activities, indicate if the training is required by the local system include type of staff (i.e., general educators, special educators, related service providers, administrators, etc.).Click or tap here to enter text.
Timeline Identify the time period for implementation of the PRA activity.Click or tap here to enter text.
Measurable Outcome:
The measurable outcome demonstrates how the PRA addresses the root cause of significant disproportionality, the needs of the target population, and the specific evidence of change. The outcome statement must be stated in measurable/quantifiable terms with projected timeline(s) for completion.
Click or tap here to enter text.
CCEIS Plan - Page 10
Identify the Local System.
Data Source(s)/Method(s) for Evaluating Frequency Completion Date
Staff Responsible
Describe how you will monitor the intervention to ensure fidelity of implementation? (i.e., Benchmarks, Formative Measures)
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
Identify the data sources to be used to demonstrate progress at Mid-year and End of Year.Mid-Year:
Click or tap here to enter text.
End of Year:
Click or tap here to enter text.
Category of Analysis / Significant Disproportionality
Risk Ratio:
17-18
Risk Ratio: 18-
19
Risk Ratio Needed to Achieve
Reasonable Progress 2019-2020
Identify the category.
Race/Ethnicity
Race/EthnicityEnter text.
Enter text. Enter text.
CCEIS Plan - Page 11
Identify the Local System.
Budget Provide detailed information on proposed expenditures such as: salary and wages, number of staff persons, types of supplies and materials, and approximate unit cost/quantity to be purchased for the PRA. Please stipulate which funding source will be used (611 or 619).
Double click to enter data. Click outside of the spreadsheet to return to Word controls.
PRA EXCEL BUDGET DOCUMENT PART B 611
PRA EXCEL BUDGET DOCUMENT FOR PART B 619
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Identify the Local System.
Supporting Fiscal Documents and Plan ApprovalsPlease submit the following required fiscal documents as part of the local school system CCEIS Plan.
MSDE Grant Budget C-1-25: Local systems that have been identified as having significant disproportionality must complete a separate MSDE Grant Budget C-1-25 for the CCEIS grant represented in the local plan and listed on the local system’s allocation sheet. Note: If the local system chooses to combine the state calculated allocations (i.e. use all funds in 611 or use all funds in 619), then it is only necessary to submit one MSDE Grant Budget C-1-25. The local system must contact the MSDE, DEI/SES, Resource Management Monitoring Branch (RMMB) Chief prior to changing the distribution of the state calculated Part B 611 and/or 619 allocations. Upon approval a revised SFY 2021 Local Allocation Sheet reflecting the proposed changes will be issued by the MSDE, DEI/SES, RMMB.
The MSDE Financial Reporting Manual for Maryland Public Schools, Revised 2014, should be used as a guide for Category and Object line items. Refer to pages 65 through 70 for a detailed description of the object classifications.
Budget Detail Form: A separate Budget Detail Form is required for each MSDE Grant Budget C-1-25. The Budget Detail Form captures the detailed expenses for the amounts that appear on the MSDE Grant Budget C-1-25. The Budget Detail Form total must equal the total entered on the MSDE Grant Budget C-1-25. Enter only whole numbers on the Grant Budget C-1-25 and Budget Detail Form. On the Budget Detail, enter:
1. The grant name/line initiative (may be selected from the drop down menu);
2. The Category/Program (refer to the MSDE Grant Budget Form (C-1-25);
3. The Object (may be selected from the drop down menu); and
4. A description of each item. Include a unit cost and number of units, if applicable, in the description.
Fiscal Progress Reports
January 31, 2021 - Interim Progress/Cumulative Variance Report #1 for all SFY 2020 CCEIS Plans ending September 30, 2022.
January 31, 2022 - Interim Progress/Cumulative Variance Report #2 for all SFY 2020 CCEIS Plans ending September 30, 2022.
August 15, 2022 – Grant Amendment Requests for all SFY 2020 CCEIS Plans ending September 30, 2022.
November 30, 2022 - Final Progress/Cumulative Variance Report and Final Financial Report for all SFY 2020 CCEIS Plans ending September 30, 2022.
Fiscal Responsibilities/Use of Funds: The general non-supplant requirement for IDEA funds in 34 CFR §300.202(a)(3) states that funds provided to LEAs under Part B of the IDEA must be used to supplement State, local, and other federal funds and not supplant those funds. This requirement applies to all Part B funds including any used for CCEIS.
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LSS/PA SIGNATURES REQUIRED FOR SUBMISSION
Local Director of Special Education (Print and Sign) Date
Local Chief Academic Officer (or Assistant Superintendent of Curriculum) (Print and Sign) Date
Local Finance Officer (Print and Sign) Date
Local Superintendent (or Deputy Superintendent) (Print and Sign) Date
MSDE Signature(s)
MSDE, DEI/SES Equity Specialist (Print and Sign) Date
MSDE, DEI/SES Fiscal Liaison (Print and Sign) Date
_____________________________________________________________________________________________________
MSDE, DEI/SES Resource Management and Monitoring Branch Chief (Print and Sign) Date
MSDE, DEI/SES Assistant State Superintendent (Print and Sign) Date
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Insert copies of the fully executed MSDE Grant Budget (C-1-25) and Budget Detail Form for
Part B 611 CCEIS and
Part B 619 CCEIS
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CCEIS Appendices and Resources
Appendix AA - Significant Disproportionality (Equity in IDEA)Appendix BB- Allowable Costs for CCEISAppendix CC- A Comparison of Mandatory CCEIS and Voluntary CEISAppendix DD- CCEIS Plan RubricAppendix EE - CCEIS Plan Progress Reporting GuidanceCCEIS Plan Progress Report
Appendix - Page 1
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Appendix - Page 2
Appendix AA - Significant Disproportionality (Equity in IDEA)Double click to access embedded pdf document.
Appendix – Page 2
Appendix BB - Allowable Costs for CCEISA local system must use funds reserved for CCEIS to identify and address the factors contributing to the significant disproportionality in the system for the identified category(ies) of analysis. These factors may include a lack of access to scientifically based instruction; economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings; inappropriate use of disciplinary removals; lack of access to appropriate diagnostic screenings; differences in academic achievement levels; and other similar policies, practices, or procedures that contribute to the significant disproportionality.
GROUPS SERVED: Children who are not currently identified as requiring special education or related services but who need additional
academic and behavioral support to succeed in the general education setting; and Children currently identified as requiring special education or related services (funds may not be used exclusively, for
this group)
SYMBOL KEY: Always Allowed Possibly Allowed
But special requirements or additional information required
Never Allowed
BUDGET ITEM
COACHES (Mentors): A system may hire or contract with individuals or organizations for mentoring/ coaching services to help carry out activities funded by CCEIS. A mentor or coach, unless appropriately licensed, may not provide instruction to students. Mentors and coaches may support, reinforce, or follow-up on instruction provided by and under the supervision of an appropriately licensed general education teacher.
EXTENDED CONTRACTS/EXTENDED HOURS: CCEIS reserved funds may be used to pay for extended contracts or extended hours for staff directly involved with the coordination, supervision, or delivery of academic or behavioral interventions and progress monitoring
GENERAL EDUCATION TEACHER SALARIES: Under CCEIS funding, general education teachers may provide academic interventions, behavioral interventions, assessments and receive/deliver professional development. Any staff charged to a federal grant must be appropriately licensed in the area in which they are providing academic instruction.
GUIDANCE COUNSELOR SALARIES – SCHOOL BASED: Examples of activities that may be funded with CCEIS include a school guidance counselor’s effort to implement behavioral interventions, progress monitoring, other CCEIS evaluations, and related professional development. School guidance counselors may not deliver reading or math instruction under CCEIS funding unless they also hold the appropriate license to deliver reading or math instruction.
PROFESSIONAL DEVELOPMENT SERVICES: A system may purchase professional development services provided it is “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 providing educational and behavioral evaluations, services, and supports, including scientifically based literacy
Appendix – Page 3© 2019 Maryland State Department of Education, Division of Early Intervention and Special Education Services. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent, Division of Early Intervention and Special Education Services. Please include reference to the Maryland State Department of Education, Division of Early Intervention and Special Education Services on any replication of this information. To request permission for any use that is not “fair use” as that term is understood in copyright law, contact: Maryland State Department of Education, Division of Early Intervention and Special Education Services, 200 W. Baltimore Street, 9th Floor, Baltimore, Maryland 21201, Phone 410-767-0249, MarylandPublicSchools.org.
COACHES (Mentors): A system may hire or contract with individuals or organizations for mentoring/ coaching services to help carry out activities funded by CCEIS. A mentor or coach, unless appropriately licensed, may not provide instruction to students. Mentors and coaches may support, reinforce, or follow-up on instruction provided by and under the supervision of an appropriately licensed general education teacher.
instruction.
Appendix – Page 4© 2019 Maryland State Department of Education, Division of Early Intervention and Special Education Services. Produced under the guidance of Marcella E. Franczkowski, Assistant State Superintendent, Division of Early Intervention and Special Education Services. Please include reference to the Maryland State Department of Education, Division of Early Intervention and Special Education Services on any replication of this information. To request permission for any use that is not “fair use” as that term is understood in copyright law, contact: Maryland State Department of Education, Division of Early Intervention and Special Education Services, 200 W. Baltimore Street, 9th Floor, Baltimore, Maryland 21201, Phone 410-767-0249, MarylandPublicSchools.org.
BUDGET ITEM
PSYCHOLOGIST SALARIES – SCHOOL BASED: Examples of activities that may be funded include a school psychologist’s efforts to implement behavioral interventions, progress monitoring, other CCEIS evaluations, and related professional development. School psychologists may not deliver reading or math instruction under CCEIS funding unless they also hold the appropriate license to deliver reading or math instruction.
RTI/MTSS COORDINATOR SALARY: CCEIS funds may be used for salaries and fringe benefits, or portion thereof, of staff that directly coordinate or supervise the delivery and monitoring of academic or behavioral interventions. RTI Coordinator costs must align with the local system’s activities as reported in the CCEIS narrative. CCEIS funds may not be used to fund coordination of services intended to benefit all students or only students with disabilities.
SOCIAL WORKERS SALARIES – SCHOOL BASED: Examples of activities that may be funded with CCEIS include a school social worker’s effort to implement progress monitoring, other CCEIS evaluations, behavioral interventions, and related professional development. School social workers may not deliver reading or math instruction under CCEIS funding if they do not hold the appropriate license to deliver reading or math instruction.
SUBSTITUTE TEACHER SALARIES: Systems may budget for general education substitute teachers to help carry out activities funded by CCEIS, including providing opportunities for teachers to participate in professional development and other related to CCEIS activities.
TRAVEL (STAFF): Travel costs must be generated as a result of implementing activities funded by CCEIS, such as professional development.
TUTORS: A system may hire or contract with individuals or organizations for tutoring services to carry out CCEIS activities. Tutors may: participate in or provide professional development to enable teachers and other school staff to deliver scientifically based academic and behavioral interventions, and, if appropriate, the use of adaptive and instructional software; support, reinforce or follow-up on the provision of educational and behavioral services provided by and under the supervision of an appropriately licensed general education teacher.
COMPUTING DEVICES: CCEIS funds may be used to purchase computers, laptops, touch screen devices, etc., if the devices will be used primarily for the delivery of academic or behavioral interventions in an established multi-level system of supports. Note: The local system must track these devices and ensure that their usage aligns with the local system’s activities as reported in the approved CCEIS Plan narrative and budget.
INSTRUCTIONAL MATERIALS: Instructional materials purchased with CCEIS funds must be exclusively used for delivering academic or behavioral interventions to students who, through a universal screening process, have been determined to be struggling. Note: CCEIS funds may not be used to purchase materials used in the core instructional program intended for all students.
SOFTWARE (Instructional): Software purchased with CCEIS funds must be exclusively used in the delivery of academic or behavioral intervening services, which includes instruction and progress monitoring. Note: CCEIS funds may not be used to purchase software used in the core instructional program nor universal screening intended for all students. Computer software used for CCEIS often include a universal screening function along with interventions for the students who are identified as needing Tier 2 and Tier 3 supports. The universal screening aspect of such software is unallowable, and the local system must be able to determine what portion of the cost of the software is
Appendix – Page 5© 2019 Maryland State Department of Education, Division of Early Intervention and Special Education Services | REV 5/18/23
PSYCHOLOGIST SALARIES – SCHOOL BASED: Examples of activities that may be funded include a school psychologist’s efforts to implement behavioral interventions, progress monitoring, other CCEIS evaluations, and related professional development. School psychologists may not deliver reading or math instruction under CCEIS funding unless they also hold the appropriate license to deliver reading or math instruction.
allocable to CCEIS funding, dividing the cost or the program can be funded through CCEIS and what has to be absorbed by the local system. If the local system is unable to make this determination, then the cost is unallowable.
BUDGET ITEM
SPECIAL EDUCATION TEACHER SALARIES:Note: Special education staff may not be funded with CCEIS dollars to deliver special education to students. Special Education Teachers may be compensated through CCEIS to deliver Tier 2 and Tier 3 interventions to students needing such interventions. In such instances, proper time and effort records must be kept.
ALTERNATIVE EDUCATION: CCEIS funds may not be used for alternative or at-risk programming that replaces universal/core programming. CCEIS funds may be used only in programming that provides interventions in addition to universal/core programming.BUS, VAN or OTHER STUDENT TRANSPORTATION COSTS: Not allowed.
CORE CURRICULUM: Universal/core activities are designed to provide high quality instruction to all students in a grade, school, or local system. These activities may not be funded with CCEIS dollars. CCEIS funds may be used to fund supplemental academic and behavioral interventions for students determined to need additional academic and behavioral supports to succeed in general education.FURNITURE: Desks, tables, chairs, file cabinets, and other furniture not allowed.
EVALUATIONS FOR SPECIAL EDUCATION ELIGIBILITY DETERMINATIONS: Evaluations, including outside evaluations, for determining eligibility for special education services are not considered part of the delivery of academic or behavioral interventions and thus may not be funded with CCEIS reserved. Costs of special education referrals and evaluations are eligible costs under IDEA flow-through.OCCUPATIONAL OR PHYSICAL THERAPIST SALARIES: OT and PT are related services and may be provided only to students with disabilities in accordance with an IEP, 504 or service plan.
OFFICE EQUIPMENT: Not allowed.
PHYSICAL OR OCCUPATIONAL THERAPIST SALARIES: OT and PT are related services provided to students with disabilities in accordance with an IEP or service plan. CCEIS may only be used to serve students who have been determined to need Tier 2 or Tier 3 academic or behavioral interventions.RENT or OCCUPANCY COSTS: Rent or occupancy costs do not meet the criteria for the utilization of CCEIS reserved funds.
TRANSPORTATION – STUDENT: Student transportation does not meet the criteria for the utilization of CCEIS reserved funds.
UNIVERSAL SCREENING COSTS: CCEIS funds may not be used for activities intended to provide high quality instruction to an entire class or school. Universal screening is part of the core instructional program provided to all students and not principally intended to address the needs of students without disabilities who require additional academic and behavioral support to succeed in a general education environment.
Appendix – Page 6© 2019 Maryland State Department of Education, Division of Early Intervention and Special Education Services | REV 5/18/23
Table modified from Louisiana State Department of Education - www.louisianabelieves.com/docs
Appendix – Page 7© 2019 Maryland State Department of Education, Division of Early Intervention and Special Education Services | REV 5/18/23
Identify the Local System.SFY 2021 (CCEIS) Plan Rubric
Appendix CC- A Comparison of Mandatory CCEIS and Voluntary CEIS
Double click to access embedded pdf document.
Appendix – Page 8
Identify the Local System.SFY 2021 (CCEIS) Plan Rubric
Appendix – Page 9
Identify the Local System.SFY 2021 (CCEIS) Plan Rubric
Appendix DD- CCEIS Plan RubricLocal System: Identify the Local System.
Plan Received: Click or tap to enter a date. Date of Review: Click or tap to enter a date.
Reviewer: Click or tap here to enter text.
CCEIS Funds
Local System CCEIS Plan Funds
Click or tap here to enter text. +
Click or tap here to enter text. =
Click or tap here to enter text.
611 funds reserve 619 funds reserve Total CCEIS reserve funds
Directions: The reviewer will complete a comprehensive review of the local system plan for each required component. If the components are present, the reviewer will mark YES next to the statement. If the components are not present or incomplete, the reviewer will mark NO next to the statement and identify the corrective actions needed. Feedback to the local will be provided by the grants liaison on behalf of the CCEIS Review Team.
☐ Yes ☐No The CCEIS Plan includes all relevant contact information and required local system signatures/approvals.
☐ Yes ☐No The CCEIS Plan accurately identifies the local system’s reserved 611 funds and 619 funds from the SFY 2020 Local Allocation Sheet totaling 15% of the total allocated 611 and 619 funds
☐ Yes ☐No The CCEIS Plan requires revisions to the SFY 2020 Local Allocation Sheet as a result of the local system’s use of the flexibility option.
☐ Yes ☐No Table 2 of the CCEIS Plan accurately aligns with the local system’s determination of significant disproportionality and profile data. (Categories of Analysis and Targeted Population)
☐ Yes ☐No The CCEIS Plan identifies the programmatic self-assessment tool(s) and/or data review process used to explore trends aligned with the area(s) of significant disproportionality.
☐ Yes ☐No The CCEIS Plan summarizes the results of the programmatic self-assessment tool(s) and/or data review process used to explore trends aligned with the area(s) of significant disproportionality.
☐ Yes ☐No Table 3 of the CCEIS Plan demonstrates data trends for individual schools or regions based on the programmatic self-assessment within the local system where focused academic/behavioral intervention, and/or professional development will most likely lead to reasonable progress in the identified area of significant disproportionality. All required data points are included.
☐ Yes ☐No Targeted Student Population is inclusive of students, age 3 through grade 12, particularly, but not exclusively, children in those groups that were significantly
Appendix – Page 10
Identify the Local System.SFY 2021 (CCEIS) Plan Rubric
disproportionate, including children not currently identified as needing special education or related services but who need additional academic and behavior support to succeed in a general education environment and children with disabilities. The local system may not limit CCEIS only to children with disabilities.
☐ Yes ☐No Chart 1 of the CCEIS Plan provides a data snapshot of the Targeted Population of Students for each school identified in Table 3.
☐ Yes ☐No Root cause analysis of the contributing factors related to disproportionality (Table 4) includes a consideration of how practitioners either contribute to or help sustain disparate outcomes in practice. The local system uses evidence data to gain a deeper understanding of the possible cause(s) of significant disproportionality.
Evidence data may include specific trends linked to disparities, such as:
Implicit/Explicit bias; Cultural dissonance - expectations and misconceptions of school personnel; The impact of the school to home communications and connections; The relationship between discipline, achievement, and perceived ability; Access to pre-referral academic and behavioral prevention & intervention practices; Variations in disciplinary practices and rates - across and between groups; Eligibility and placement determinations; and/or Fidelity of implementation of academic and behavioral supports.
☐ Yes ☐No Planned Response Action: ______________________________________
A separate Table 5 is completed for each planned response action.
Planned Response Actions (Table 5) define the local system’s strategic actions, activities, and/or organizational structures necessary to target/remediate each of the identified root cause(s) of significant disproportionality which may include:
Review and/or revision of policies, procedures, and practices; Capacity building relative to cultural competencies in order to inform and expand educator
practice; Identification of evidence-based interventions and supports specific to the needs of the
targeted population; Implementation of evidence-based practices addressing discipline/achievement gaps; Monitoring and on-going data collection and analysis for efficacy; Professional development activities that identify the target audience, learning objective, and
expected outcome; and/or Strategies for supervising, coaching, or monitoring of implementation after training.
☐ Yes ☐No Measurable Outcomes and Evaluative Data for PRA # __ establish the parameters of success, changes in behavior or condition, and define the fulfillment of purpose and/or program. Measurable Outcomes are not specific activities or processes (hosting an event is an activity – increasing awareness is an outcome).
The outcome statement demonstrates the cause/effect relationship of how the planned action/response/activity addresses the root cause of significant disproportionality, the needs of the target population, and the specific evidence of change.
Appendix – Page 11
Identify the Local System.SFY 2021 (CCEIS) Plan Rubric
The outcome statement is stated in measurable/quantifiable terms with projected timeline(s) for completion.
Data sources represent benchmarks or formative measures that demonstrate how the planned response action is implemented and its impact.
Frequency of data collection/progress monitoring provides a sequential/logical assessment of progress overtime with a reasonable projected completion date.
Implementation staff are identified for the planned response action and data collection/progress monitoring of outcomes.
Mid-Year and End of Year performance measures are identified and aligned with the outcome statement.
Performance measures are in place to observe progress and measure actual results as compared to expected results.
☐ Yes ☐No The CCEIS Plan Budget provides detailed information on proposed expenditures for PRA # __ such as: salary and wages, number of staff persons, types of supplies and materials, and approximate unit cost/quantity to be purchased for each Planned Response Action. The budget stipulates which funding source will be used (611 or 619) for each object and category.
All planned budget expenditures meet the allowable cost requirements for CCEIS. (See MSDE Allowable Costs for Comprehensive Early Intervening Services (CCEIS));
Budgeted expenditures are reasonable in scope, align with the Planned Response Action, and are described in detail to ensure that CCEIS funding will supplement and not supplant federal, State, or local funds;
Each proposed expenditure specifies the funding source; and Subtotals per Planned Response Action are accurate and when totaled equal the 15%
reserve.
☐ Yes ☐No MSDE Grant Budget C-1-25 and Budget Detail
Local systems must complete a separate MSDE Grant Budget C-1-25 for each of the CCEIS grant lines listed on the local system’s allocation sheet. Local systems opting to use the flexibility option will receive an updated/revised SFY 2020 Local Allocation Sheet. A separate Budget Detail Form is required for each MSDE Grant Budget C-1-25. The Budget Detail Form captures the detailed expenses for the amounts that appear on the MSDE Grant Budget C-1-25. The Budget Detail Form total must equal the total populated on the MSDE Grant Budget C-1-25.
The grant name/line initiative (selected from the drop down menu);
The Category/Program (refer to the MSDE Grant Budget Form (C-1-25);
The Object (selected from the drop down menu); and
A description of each item includes a unit cost and number of units, if applicable. Local systems are encouraged to copy/cut/paste budget narrative provided in the CCEIS Plan for transfer to the Budget Detail Form.
Appendix – Page 12
Identify the Local System.SFY 2021 (CCEIS) Plan Rubric
☐ Yes ☐No Planned Response Action: ______________________________________
A separate Table 5 is completed for each planned response action.
Planned Response Actions (Table 5) define the local system’s strategic actions, activities, and/or organizational structures necessary to target/remediate each of the identified root cause(s) of significant disproportionality which may include:
Review and/or revision of policies, procedures, and practices; Capacity building relative to cultural competencies in order to inform and expand educator practice; Identification of evidence-based interventions and supports specific to the needs of the targeted
population; Implementation of evidence-based practices addressing discipline/achievement gaps; Monitoring and on-going data collection and analysis for efficacy; Professional development activities that identify the target audience, learning objective, and
expected outcome; and/or Strategies for supervising, coaching, or monitoring of implementation after training.
☐ Yes ☐No Measurable Outcomes and Evaluative Data for PRA # __ establish the parameters of success, changes in behavior or condition, and define the fulfillment of purpose and/or program. Measurable Outcomes are not specific activities or processes (hosting an event is an activity – increasing awareness is an outcome).
The outcome statement demonstrates the cause/effect relationship of how the planned action/response/activity addresses the root cause of significant disproportionality, the needs of the target population, and the specific evidence of change.
The outcome statement is stated in measurable/quantifiable terms with projected timeline(s) for completion.
Data sources represent benchmarks or formative measures that demonstrate how the planned response action is implemented and its impact.
Frequency of data collection/progress monitoring provides a sequential/logical assessment of progress overtime with a reasonable projected completion date.
Implementation staff are identified for the planned response action and data collection/progress monitoring of outcomes.
Mid-Year and End of Year performance measures are identified and aligned with the outcome statement.
Performance measures are in place to observe progress and measure actual results as compared to expected results.
☐ Yes ☐No The CCEIS Plan Budget provides detailed information on proposed expenditures for PRA # __ such as: salary and wages, number of staff persons, types of supplies and materials, and approximate unit cost/quantity to be purchased for each Planned Response Action. The budget stipulates which funding source will be used (611 or 619) for each object and category.
All planned budget expenditures meet the allowable cost requirements for CCEIS. (See MSDE Allowable Costs for Comprehensive Early Intervening Services (CCEIS));
Budgeted expenditures are reasonable in scope, align with the Planned Response Action, and are described in detail to ensure that CCEIS funding will supplement and not supplant federal, State, or local funds;
Each proposed expenditure specifies the funding source; and Subtotals per Planned Response Action are accurate and when totaled equal the 15% reserve
Appendix – Page 13
Appendix EE- CCEIS Plan Progress Reporting GuidanceComprehensive Coordinated Early Intervening Services (CCEIS)
The local system must use funds reserved for comprehensive CEIS to identify and address the factors contributing to the significant disproportionality in the local system for the identified category. These factors may include a lack of access to scientifically based instruction; economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings; inappropriate use of disciplinary removals; lack of access to appropriate diagnostic screenings; differences in academic achievement levels; and other similar policies, practices, or procedures that contribute to the significant disproportionality. This requirement is fundamental to the use of funds reserved for CCEIS , and it carries with it a practical limitation: A local system may use CCEIS funds for training and professional development and behavioral evaluations and supports, such as functional behavioral assessments, behavioral intervention plans, and positive behavioral interventions and supports, but only to the extent that it is doing so to address the factors identified by the local system as contributing to the significant disproportionality identified by the State.
CCEIS may be provided to children with or without disabilities age 3 through grade 12, particularly, but not exclusively, children in those groups who were significantly over-identified. (See 34 CFR §300.646(d)(2).) CCEIS activities cannot be limited to only children with disabilities.
Further, the local system must address any policy, practice, or procedure it identifies as contributing to the significant disproportionality, including any that result in a failure to identify, or the inappropriate identification of, a racial or ethnic group or groups. The local system has discretion as to how best to address the policy, practice, or procedure, including by eliminating, revising or changing how it is implemented, as long as it does so in a manner consistent with the requirements of the IDEA and its implementing regulations. (See 34 C.F.R. §300.646(d)(1)(iii).)
Local System TeamThe local-system team is responsible for the development, data input/root cause analysis, implementation, and oversight of the local system CCEIS Plan. The local system team is empowered to make decisions and is responsible for translating vision into practice. Required members of the local system team include:
Director of Special Education; Local Chief Academic Officer or Assistant Superintendent of Instruction; Local Finance Officer/Representative; Data Manager; and Relevant members of local leadership with responsibilities aligned to CCEIS Plan.
Appendix – Page 14
Required CCEIS Tracking and Reporting The local system is required to report the following data points to the MSDE, DEI/SES:
The amount of Part B Section 611 and 619 funds allocated to the local system;
The area(s) of significant disproportionality;
The number of children receiving CCEIS during the reference school year. The local system is responsible for capturing and maintaining student-level CCEIS data inclusive of type of intervening service, focus area, start and end dates, and status relative to special education;
The number of children receiving CCEIS that received special education during the reference school year and the two preceding school years including the date special education services began, the primary disability category based on initial evaluation/IEP, and the educational environment based on the initial IEP;
The number of personnel participating in professional development funded by CCEIS. Each local system is responsible for documenting the topics, expenditures, and individual participants for professional development funded by CCEIS; and
All fiscal expenditures aligned with the CCEIS plan of services and related activities.
The local system must demonstrate the ability to reliably track each school-level, provider-level, and student-level CCEIS data including expenditures.
The MSDE, DEI/SES must report to the federal government:
The number of local systems in the state implementing CCEIS;
The area(s) where each local system is significantly disproportionate;
The number of schools providing CCEIS in each local system;
The number of children receiving CCEIS in each local system; and
All fiscal expenditures aligned with the CCEIS plan of services and related activities.
The MSDE, DEI/SES must be able to verify that each local system can reliably track school-level, provider-level, and student-level CCEIS data including expenditures.
Appendix – Page 15
MSDE, DEI/SES CCEIS Plan Progress ReportThe MSDE, DEI/SES CCEIS Plan Progress Report is structured to meet federal reporting requirements and State expectations for the implementation of policies, procedures, and practices that effectively address factors contributing to significant disproportionality in the identification, placement, and/or discipline of students with disabilities within the local system. In addition to the tracking of school-level, provider-level, and student-level CCEIS data including expenditures, the MSDE, DEI/SES CCEIS Plan Progress Report examines the local system’s planned response actions directed at changing outcomes related to significant disproportionality. This process is grounded in a thoughtful assessment of strategic improvement actions, data – driven decision making, and the system’s efforts to build local capacity.
Instructions Complete all requests for data. Provide fiscal and programmatic data specific to the reporting period. Utilize the available drop-down menus for the completion of information in the local
system’s CCEIS Plan Progress Report. Reference data that is reflective of the targeted schools and populations identified in
the SFY 2020 CCEIS Plan. Add additional cells, as needed, using a copy and paste process for reporting data. Summarize progress and related expenditures for each Planned Response Action(PRA)
from Table 5 of the local system’s CCEIS Plan. Number each PRA. Obtain local endorsements for the submission of the CCEIS Plan Progress Report. Do not modify or change the report format.
CEIS Fiscal and Student Data TrackerThe IDEA Data Center (IDC) and Center for IDEA Fiscal Reporting (CIFR) have published a revised Coordinated Early Intervening Services (CEIS) Fiscal and Student Data Tracker which may be helpful to local systems for the tracking of expenditures, professional development, services, and student data associated with CCEIS. MSDE, DEI/SES is providing a link and citation for this tool. CEIS Fiscal and Student Data Tracker . Use of this resource is optional.
Appendix – Page 16
CCEIS Plan Progress ReportState Fiscal Year Choose the SFY.
Local System: Identify the Local System.
Date Submitted: Click or tap to enter a date.
Contact Information for Person Submitting Form
Name/ Position Title: Click or tap here to enter text.
Email: Click or tap here to enter text.
Telephone: Click or tap here to enter text.
Local System TeamIdentify the members of the local-system team responsible for the co-development, data input/root cause analysis, co- implementation, and co-evaluation of the local system CCEIS Plan.
Name Position Title/Agency
Click or tap here to enter text. * Director of Special Education
Click or tap here to enter text. * Local Chief Academic Officer (Assistant Superintendent of Instruction)
Click or tap here to enter text. * Local Finance Officer/Representative
Click or tap here to enter text. * Data Manager
Click or tap here to enter text. Other (Equity Officer/Representative):
Click or tap here to enter text. Other:
Click or tap here to enter text. Other:
* Required members of the local system team.
Reporting PeriodIndicate the reporting period for this submission. All data referenced reflects the identified reporting period. Per the NOGA.
☐ Interim Report 1: July 1, 20-- to December 31, 20-- Due: March 31, 20—
☐ Interim Report 2: January 1, 20-- to December 31, 20-- Due: January 31, 20—
☐ FINAL Report: July 1, 20-- to December 31, 20-- Due: November 30, 20—
CCEIS REPORT Page 1
Identify the Local System.
Reserved FundIndicate the funds as represented on the approved local CCEIS Plan, C-1-25 and Budget Detail.
Table 1
Local System 611 CCEIS Plan Funds
Local System 619 CCEIS Plan Funds
*Local CCEIS Plan Total 611 + 619 Funds*
Enter text. and/or Enter text. = Enter text.
* Must equal the State Calculated Total on the Allocation Sheet.
Cumulative Variance ReportingComplete the Cumulative Variance Report for the total of each approved Part B budget by applicable fund source. Double click to enter data. Click outside of the spreadsheet to return to Word controls.
CUMULATIVE VARIANCE FOR PART B 611
Part B 611 Funds Grant #
Budget Objects Approved Budget VarianceSalaries & Wages $0 #DIV/0!Contracted Services $0 #DIV/0!Supplies & Materials $0 #DIV/0!Other $0 #DIV/0!Equipment $0 #DIV/0!Transfers (Indirect Cost) $0 #DIV/0!
Expenses for this Reporting Period
% of Budget Expended
CUMULATIVE VARIANCE FOR PART B 619
Part B 619 Funds Grant #
Budget Objects Approved Budget VarianceSalaries & Wages $0 #DIV/0!Contracted Services $0 #DIV/0!Supplies & Materials $0 #DIV/0!Other $0 #DIV/0!Equipment $0 #DIV/0!Transfers (Indirect Cost) $0 #DIV/0!Totals $0 $0 $0 #DIV/0!
Expenses for this Reporting Period
% of Budget Expended
CCEIS REPORT Page 2
Identify the Local System.
Categories of Analysis / Significant DisproportionalityEnter the area(s) of need and data referenced in the Letter of Significant Disproportionality aligned with the SFY of reporting.
Table 2
Category of Analysis / Significant Disproportionality
Risk Ratio: 17-
18
Risk Ratio: 18-
19
Progress Risk Ratio Needed to
Achieve Reasonable
Progress for 2019-2020
Identify the category. Race/Ethnicity
Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
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Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
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Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
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Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
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Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
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Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
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Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
Identify the category. Race/Ethnicity
Race/EthnicityE
nter text.
Enter text. Enter text. Enter text.
Intervening SupportsFor each targeted school, enter the number of students receiving CCEIS supports by focus area for the current reporting period. Add additional cells, as needed.
Current Reporting Period: Select the Reporting Period.
Table 3aTargeted Schools/Region School Name: Reading Math Behavior Other
General Education Students served during this reporting period Enter text. Enter text. Enter text. Enter text.
Special Education Students served during this reporting period - non-IEP services
Enter text. Enter text. Enter text. Enter text.
General Education Students served Year to Date (YTD) Enter text. Enter text. Enter text. Enter text.
Special Education Students served Year to Date (YTD) - non-IEP services
Enter text. Enter text. Enter text. Enter text.
Table 3a continued
CCEIS REPORT Page 3
Identify the Local System.
Targeted Schools/Region School Name: Reading Math Behavior Other
General Education Students served during this reporting period Enter text. Enter text. Enter text. Enter text.
Special Education Students served during this reporting period - non-IEP services
Enter text. Enter text. Enter text. Enter text.
General Education Students served Year to Date (YTD) Enter text. Enter text. Enter text. Enter text.
Special Education Students served Year to Date (YTD) - non-IEP services
Enter text. Enter text. Enter text. Enter text.
CCEIS REPORT Page 4
Identify the Local System.
Disability DeterminationFor each targeted school, enter the number of students receiving CCEIS intervening supports at any time during the reference school year and the two preceding school years identified as students with a disability in need of special education and/or related services during the current reporting period. Add additional cells, as needed.
Current Reporting Period: Select the Reporting Period.
Table 3b
Targeted Schools/Region Number of CCEIS students identified as having a disability
School Name: Enter text. Enter text.School Name: Enter text. Enter text.School Name: Enter text. Enter text.School Name: Enter text. Enter text.School Name: Enter text. Enter text.School Name: Enter text. Enter text.
Professional Development Enter the number of CCEIS providers and school personnel participating in professional development activities aligned with factors contributing to the significant disproportionality during the current reporting period. Add additional cells, as needed.
Current Reporting Period: Select the Reporting Period.
Table 4
Category of Analysis/Significant Disproportionality Number of Participants
Was the training mandatory?
Identify the category. Identify the Category.Enter text.
☐ Yes ☐ No
Identify the category.Identify the Category.Enter text.
☐ Yes ☐ No
Identify the category.Identify the Category.Enter text.
☐ Yes ☐ No
CCEIS REPORT Page 5
Identify the Local System.
Planned Response Actions (PRA)In the Activity Description box, copy and paste each PRA from Table 5 of the local system’s plan addressed during the current reporting period. Add additional, PRA Activity Description with Budget boxes, as needed.
Current Reporting Period: Select the Reporting Period.
A separate Table 5 must be completed for each PRA aligned to each area of significant disproportionality.
Table 5 PRA Plan # -----Category of Analysis / Significant Disproportionality
Identify the category.
Identify the Race/Ethnicity.
Race/EthnicityPlanned Response Action Plan # -----
Identify the type of activity.
Root Cause Identify the contributing factor(s)/root cause.
Activity Description Copy and paste content from each PRA in Table 5 of CCEIS Plan.
Click or tap here to enter text.
Target Population/Audience (For this activity)
Click or tap here to enter text.
Measurable Outcomes for the Current Reporting Period
Summarize/Describe how the PRA addresses the root cause the needs of the target population, and evidence of change for this
reporting period.
Click or tap here to enter text.
Are activities and related outcomes progressing as planned? ☐ Yes ☐ No
Will this PRA need to be revised, updated, or amended? ☐ Yes ☐ No
Mid –Year Data Identify the source(s) and data used to demonstrate progress.☐ Interim Report 1: July 1, 20-- to December 31, 20--
☐ Interim Report 2: January 1, 20-- to December 31, 20--
Click or tap here to enter text.
CCEIS REPORT Page 6
Identify the Local System.
End of Year Data ☐ FINAL Report: January 1, 20-- to September 30, 20--
Category of Analysis / Significant Disproportionality Risk Ratio:
17- 18
Risk Ratio:
18 - 19
Risk Ratio Needed to
Achieve
Reasonable Progress
Target Met/Not
Met
Identify the category.
Race/Ethnicity
Race/Ethnicit
yEnter text.
Enter text. Enter text. Enter text.
Double click to enter data. Click outside of the spreadsheet to return to Word controls.
PRA BUDGET VARIANCE FOR PART B 611
Part B 611 Funds PRA # Grant #
Budget Objects Approved Budget VarianceSalaries & Wages $0 #DIV/0!Contracted Services $0 #DIV/0!Supplies & Materials $0 #DIV/0!Other $0 #DIV/0!Equipment $0 #DIV/0!Transfers (Indirect Cost) $0 #DIV/0!Totals $0 $0 $0 #DIV/0!
Expenses for this Reporting Period
% of Budget Expended
Is spending consistent with projected 611 budget? If not, why?
Click or tap here to enter text.
PRA BUDGET VARIANCE FOR PART B 619
Part B 619 Funds PRA # Grant #
Budget Objects Approved Budget VarianceSalaries & Wages $0 #DIV/0!Contracted Services $0 #DIV/0!Supplies & Materials $0 #DIV/0!Other $0 #DIV/0!Equipment $0 #DIV/0!Transfers (Indirect Cost) $0 #DIV/0!Totals $0 $0 $0 #DIV/0!
Expenses for this Reporting Period
% of Budget Expended
Is spending consistent with projected 611 budget? If not, why?
CCEIS REPORT Page 7
Identify the Local System.
Click or tap here to enter text.
Add additional, PRA Activity Description with Budget boxes, as needed.
CCEIS REPORT Page 8
Identify the Local System.
LSS/PA SIGNATURES REQUIRED FOR SUBMISSION
Click or tap here to enter text.
Local Director of Special Education (Print and Sign) Date
Click or tap here to enter text.
Local Chief Academic Officer (or Assistant Superintendent of Curriculum) (Print and Sign) Date
Click or tap here to enter text.
Local Finance Officer (Print and Sign) Date
Click or tap here to enter text.
Local Superintendent (or Deputy Superintendent) (Print and Sign) Date
MSDE Signature(s)
MSDE, DEI/SES Equity Specialist (Print and Sign) Date
MSDE, DEI/SES Fiscal Liaison (Print and Sign) Date
MSDE, DEI/SES Resource Management and Monitoring Branch Chief (Print and Sign) Date
MSDE, DEI/SES Assistant State Superintendent (Print and Sign) Date
CCEIS REPORT Page 9
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