Mandatory Coordinated Early Intervening Services (CEIS ...

Mandatory Coordinated Early Intervening Services (CEIS)/Comprehensive CEIS 1

Mandatory Coordinated Early Intervening Services (CEIS)/ Comprehensive CEIS

1. What is Mandatory CEIS/Comprehensive CEIS/Year 3 CEIS Status?

Mandatory CEIS/Comprehensive CEIS refers to when a Local Educational Agency (LEA) meets the state threshold for significant disproportionality for three consecutive years of data1 based on race or ethnicity in an LEA with respect to the identification of children as children with disabilities, the identification of children in specific disability categories, the placement of children with disabilities in particular educational settings, or the taking of disciplinary actions. (See 34 CFR §300.646(b) (2)).

LEAs identified by the state as requiring Mandatory CEIS must use the maximum amount (15 percent) of funds allowable for comprehensive CEIS/Mandatory CEIS for children in the LEA, particularly, but not exclusively, for children in those groups that were “significantly over identified.”

LEAs under Mandatory CEIS/Year 3 status can use CEIS for students with and without disabilities. (See 34 C.F.R. §300.646(d) (2).).

The Individuals with Disabilities Education Act (IDEA) section 618(d) requires states to collect and examine data to determine if significant disproportionality based on race and ethnicity is occurring in the state and the local educational agencies (LEAs) of the state with respect to:

(A) the identification of children as children with disabilities, including the identification of children as children with disabilities in accordance with a particular impairment;

(B) the placement in particular educational settings of such children; and (C) the incidence, duration, and type of disciplinary actions, including suspensions and expulsions.

2. What can CEIS funds generally be used for?

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,

1 Significant Disproportionality is when there are more individuals from a particular group who are experiencing a given situation than one would expect based on the group’s representation in the general population. A determination of significant disproportionality is solely based on LEA data. See IDEA 34 CFR §300.646(b) (2).


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.

For example, an LEA might use CEIS to provide behavioral interventions to nondisabled students who receive a certain number of disciplinary office referrals, perhaps as a part of a Positive Behavioral Interventions and Support (PBIS) initiative. CEIS also might be used to help fund reading or math specialists to work with nondisabled students who have not reached grade-level proficiency in those subjects, or to fund after-school tutoring for nondisabled students who score below “basic” on statewide assessments.

Section 613(f)(5) of the IDEA also states that CEIS funds may be used to carry out services aligned with activities funded by and carried out under the Elementary and Secondary Education Act of 1965, as amended (ESEA), if IDEA funds are used to supplement, and not supplant, funds made available under the ESEA for those activities. Thus, if the IDEA funds do not supplant ESEA funds, they may be used to supplement school improvement activities conducted under other programs, such as Titles I or III, that are being implemented in an LEA.

3. What is Minnesota’s threshold for Mandatory CEIS/Year 3 CEIS Status?

An LEA will meet the state threshold for significant disproportionality in special education and be required to set aside 15% of its Part B funds under IDEA if the LEA has:

• A risk ratio of 3.0 or above i.e., The LEA is three times or more likely to identify, place into restrictive settings and/or discipline students from a particular racial or ethnic group compared to all the other racial/ethnic groups within the LEA’s special education programs

• For three consecutive years of data in the same category of analysis

Minnesota uses the standard methodology articulated under IDEA. (See 34 C.F.R. §300. 647(a)(3).). This entails the use of a standard methodology which consists of:

I. A standard risk ratio of 3.0, OR an Alternate Risk Ratio of 3.0 three categorical areas:

A. Identification Category of Analysis: Ages 3-21(Contingent on Available Data)

o All Disabilities o Intellectual Disabilities o Specific Learning Disabilities o Emotional Behavioral Disorder o Speech or Language Impairments o Other Health Disabilities o Autism Spectrum Disorder

B. Placement Category of Analysis: Ages 6-21(Contingent on Available Data)

o Setting 3 o Setting 4-8 (combined)

C. Discipline Category of Analysis: Ages 6-21

o Students with up to 10 days of in-school suspensions; o Students with more than 10 days of in-school suspensions;


o Students with up to 10 days of out-of-school suspensions; o Students with more than 10 days of out-of-school suspensions; and o Total Disciplinary removals.

For Local Education Agencies (LEAs) with:

II. A cell-size of at least 10 students; III. An n-size of at least 20 students for every category of analysis above.

4. What specific actions are required under IDEA when the State Education Agency (SEA) identifies an LEA for Mandatory CEIS/Year 3/significant disproportionality?

Under IDEA section 618(d) (20 U.S.C. 1418(d)) and §300.646, the SEA must annually:

a) Provide for the review and, if appropriate, revision of policies, practices, and procedures within the LEA to ensure compliance with the requirements of IDEA;

b) Require the LEA to publicly report on the revision of policies, practices, and procedures consistent with the requirements of the Family Educational Rights and Privacy Act and its implementing regulations in 34 CFR Part 99, and Section 618(b)(1) of the IDEA; and

c) Require the LEA to set aside 15 percent of its IDEA, Part B (sections 611 and 619) funds to provide comprehensive coordinated early intervening services (comprehensive CEIS) to address factors contributing to the significant disproportionality. (See 34 C.F.R. §300.646(c) and (d).)

5. What specific actions are required for the LEA when identified by the State for Mandatory CEIS/Year 3/Significant Disproportionality?

Under Section 613(f) of IDEA (20 U.S.C.1413 (f)), the LEA must:

a) Reserve the maximum amount (15%) of IDEA Part B funds to provide Comprehensive Coordinated Early Intervening Services to serve children in the significantly over identified group.

b) Publicly report on the revision of those policies and practices that led to the significant disproportionality.

6. How does the 15% set aside requirement under IDEA apply to Educational Districts/Cooperatives, i.e., District Type(s) 61, 52, 70 and 83?

To comply with the 15% set aside requirement under IDEA, school district types 50,52,61,and 83 are considered to meet the definition of a Local Education Agency(LEA) if the LEA is a fiscal flow-through of federal funds for the purposes of providing direction of, or to perform a service function for, public elementary schools or secondary


schools in a city, county, township, school district, or other political subdivision of a state. See IDEA section 602(19) (20U.S.C. 1401(19) and 34 CFR 300.28).)

Because the cooperative is the fiscal flow-through entity/fiscal host, the 15% set-aside requirement becomes the responsibility of the education cooperative in charge of the disbursing or administering the federal funds even though the cooperative might not directly host students at its administrative site.

The Special Education Director for the education cooperative retains discretion about how to allocate the LEA’s total 15% set-aside across member districts of the education cooperative and/or school district types 50, 52, 61 and 83.

7. Does the LEA have flexibility in how these funds are allocated and expended within the LEA?

Yes, as long as funds are used in accordance with the requirements in §300.646(d), the LEA may distribute the IDEA Part B funds reserved for comprehensive CEIS to its schools to carry out comprehensive CEIS, and the LEA retains discretion about how to allocate those funds within the LEA.

As such, if an LEA determines that it is best able to address the factors contributing to the identified significant disproportionality by providing a portion of its reserved funds to a particular subset of schools for Mandatory CEIS, it is permitted to do so.

Whatever it chooses to do, the LEA must document that 15 percent of its IDEA Part B funds were reserved and used to provide comprehensive CEIS in accordance with §300.646(d). See also 34 C.F.R. §76.731.

8. How often must the State provide for the review and, if appropriate, revision of policies, practices, and procedures when an LEA in Mandatory CEIS/Year 3/Significant Disproportionality?

The review and, if appropriate, revision must be conducted every year in which the LEA is identified with significant disproportionality. (See 34 C.F.R. §300.646(c) (1).)

9. What is Reasonable Progress Exemption and how is it applied?

Under 34 C.F.R. §300.647(b) (1) (iii) (A).), states have flexibility not identify an LEA whose risk ratio exceeds the state threshold, but is making reasonable progress towards lowering its risk ratio.

Minnesota is adopting a reasonable progress standard for working with districts that might meet or exceed the state threshold (3.0) but are making reasonable progress in addressing the area for which the Local Education Agency (LEA) met significant disproportionality.


A. Reasonable Progress Standard for Discipline Category of Analysis(LEA should meet at least two offour options):

o A reduction in risk ratio by 0.20 in the discipline category of analysis in each of the two priorconsecutive years.

o A 5% reduction in the number of students receiving discipline for the target group and disciplinecategory of analysis for which the LEA was identified demonstrated in each of the two priorconsecutive years.

o A 5% reduction in disciplinary actions for the target group and discipline category of analysis forwhich the LEA was identified demonstrated in each of the two prior consecutive years.

o LEA demonstrates consistent efforts in scaling up the use of evidence-based practices targeted ataddressing the root cause for which the LEA met the state threshold for significantdisproportionality based upon race or ethnicity in the discipline category of analysis in each of thetwo prior consecutive years.

B. Reasonable Progress Standard for Identification Category of Analysis(LEA should meet at least one ofthree options):

o A reduction in risk ratio by 0.20 in the identification category of analysis in each of the two priorconsecutive years.

o LEA can demonstrate that majority(more than 50%) of the students in the identification category ofanalysis for which the LEA met the state threshold for racial significant disproportionality wereidentified elsewhere and the LEA was not responsible for the identification decision in each of thetwo prior consecutive years.

o LEA demonstrates consistent efforts in scaling up the use of evidence-based practices targeted ataddressing the root cause for which the LEA met the state threshold for significantdisproportionality based upon race or ethnicity in the identification category of analysis in each ofthe two prior consecutive years.

C. Reasonable Progress Standard for Placement Category of Analysis:

o A reduction in risk ratio by 0.20 in the identification category of analysis in each of the two priorconsecutive years

10. May an LEA limit Mandatory CEIS solely to members of the racial orethnic group for which significant disproportionality was identified?

No. The requirement in 34 CFR §300.646(b) (2) is to provide comprehensive CEIS to serve “children in the LEA, particularly, but not exclusively, children in those groups that were significantly over identified.” For example, assume an LEA’s data show significant disproportionality in the identification of African-American students as children with disabilities and that the majority of these students are identified in 4th and 5th grades in six of the LEA’s 15 elementary schools.

In this case, one appropriate way an LEA could implement CEIS would be to direct CEIS funds to all students without disabilities in 3rd and 4th grade in need of additional academic or behavioral support in those six schools. It would not be appropriate, however, for the LEA to limit eligibility for CEIS only to nondisabled 3rd and 4th grade African-American students in those schools who were in need of additional academic or behavioral


support. In this example, the services would be provided to 3rd and 4th grade students in order to intervene prior to the grade when significant disproportionality was identified.

11. How may an LEA use CEIS funds for professional development?

An LEA may use Mandatory CEIS 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 LEA as contributing to the significant disproportionality identified by the state.

12. What are the reporting requirements for CEIS?

The regulations require, in 34 CFR §300.226(d), each LEA that implements CEIS to report to the state on the number of children who received CEIS and the number of those children who subsequently received special education and related services under Part B during the preceding two-year period (i.e., the two years after the child has received CEIS). (71 FR 46540, 46628 (Aug. 14, 2006)). States and LEAs must maintain these records for audit, reporting and monitoring purposes.

13. How should an LEA count and track students who received CEIS whenfunds are used for professional development or a school-wideintervention initiative?

To ensure consistency across LEAs in a state, each state should develop a method for its LEAs to count and track students who are served by personnel who participated in professional development activities supported with CEIS funds. It would be appropriate for an LEA to count, and subsequently track for two years, the number of students in need of additional support who received instruction from personnel who participated in the professional development program. It would not be appropriate to count every student who was taught by these personnel if some of the students were not in need of additional support or were receiving special education services.

An LEA should only count the students and the personnel who participated in the professional development program in the year(s) of or the year(s) immediately after the training, rather than counting the students and those personnel each year after the training.

A similar method might be used to count students who benefit from a school-wide intervention initiative supported with CEIS funds. Students who meet the LEA’s criteria of being in need of additional support and participate in the initiative should be counted as receiving CEIS in the year(s) of or the year(s) immediately following the initiative and tracked for the following two years. Students who participate in an initiative for more than one year should be counted each year they participate.


14. How should an LEA count and track students who received CEIS whenfunds are used to provide behavioral and educational evaluations?

LEAs may use CEIS funds to provide behavioral and educational evaluations to determine the supports that are needed by students to succeed in a general education environment. However, funds may not be used for evaluations that are intended for use in determining eligibility for special education and related services. Students who are evaluated to determine the supports necessary for success in a general education environment should be counted as receiving CEIS in the year of or the year immediately following the evaluation and tracked for the following two years.

34 CFR §300.226(d) requires that each LEA using CEIS funds annually report to the state on the number of children served through CEIS. Your LEA will be required to report these students in Minnesota Automated Reporting Student System (MARSS) with a Special Education Evaluation Status (SEES) 8 by October 13, 2022. SEES 8 is reserved for Federal CEIS only.

View MARSS Timelines for End of Fiscal Year (FY) 2020 on the MDE website.

LEAs who choose to utilize CEIS funds on students with disabilities will be expected to separately report these students using the MDE CEIS Student Data Tracker, and report the student as a SEES 4(student with a disability) in MARSS. LEAs choosing this option should contact [email protected].

https://education.mn.gov/MDE/dse/schfin/MARSS/time/

mailto:[email protected]


15. What can CEIS funds be spent on?

Symbol Key:

Always allowed

Allowed, special requirements or additional information required

Never allowed

Allowed Not Allowed Budget Item / Activity

AFTER SCHOOL / SUMMER PROGRAMMING: Mandatory CEIS funds may be used to provide academic and behavioral interventions after school and during the summer. CEIS funds may not be used for after school or summer school programming open to all students. Mandatory CEIS is intended for students with and without disabilities.

ALTERNATIVE EDUCATION: CEIS funds may not be used for alternative or at-risk programming that replaces universal/core programming. CEIS funds may be used only in programming that provides interventions in addition to universal/core programming.

AT-RISK PROGRAMMING: CEIS funds may not be used for alternative or at-risk programming that replaces universal/core programming. CEIS 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.

COACHES: A district may hire or contract with individuals or organizations for mentoring / coaching services to help carry out activities funded by CEIS. 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.

COMPUTER NETWORK COSTS: Not allowed.

COMPUTING DEVICES: CEIS 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. The LEA must track these devices and ensure that their usage aligns with the LEA’s activities as reported in the CEIS narrative.

CORE CURRICULUM: Universal/core activities are designed to provide high quality instruction to all students in a grade, school, or LEA. These activities may not be funded with CEIS dollars. CEIS 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.

CREDIT RECOVERY PROGRAMS: Costs of credit recovery programs may not be funded by CEIS. Credit recovery programs are not an evidence based academic intervention but are instead used to help students (who may not be struggling academically) access and complete missed core curriculum.

ELECTRONIC DEVICES: CEIS funds may be used to purchase DVD players, camcorders, computing 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. The LEA must track these devices and ensure that their usage aligns with the LEA’s activities as reported in the CEIS narrative.



FURNITURE: Desks, tables, chairs, file cabinets, and other furniture not allowed.

EVALUATIONS FOR SPECIAL EDUCATION ELIGIBILITY DETERMINATIONS: Although the IDEA regulations does not allow evaluations, including outside evaluations, for determining eligibility for special education services, LEAs in Mandatory CEIS/Year 3 status may allow this cost as a CEIS allowable expense under exception §300.646(b) and §§300.647(a) (b) and §300.646(d)of IDEA.

EXTENDED CONTRACTS / EXTENDED HOURS: CEIS 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 CEIS 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 CEIS include a school guidance counselor’s efforts to implement behavioral interventions, progress monitoring, other CEIS evaluations, and related professional development. School guidance counselors may not deliver reading or math instruction under CEIS funding unless they also hold the appropriate license to deliver reading or math instruction.

INCENTIVES for STUDENTS: Nominal items of low value may be purchased with CEIS funds to be used as part of the coordinated delivery of academic or behavioral interventions. The items should be educational in nature. The amount charged to the CEIS set-aside grant m u s t be reasonable and prudent. The following are not allowed incentives: cash, cash cards, gift cards, computing devices (such as iPads, Nooks, Kindles, etc.)

INSTRUCTIONAL MATERIALS: Instructional materials purchased with CEIS 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. CEIS funds may not be used to purchase materials used in the core instructional program intended for all students

IT STAFF SALARIES: Although IT staff costs may be linked to specific CEIS activities, the reasonable ability of the LEA to determine actual eligible salary and benefit costs is low. The risk of unsupported costs charged to the CEIS set-aside outweighs the benefit of charging IT salaries to the grant.

MENTORS: A district may hire or contract with individuals or organizations for mentoring / coaching services to help carry out activities funded by CEIS. 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. See also “Supervision” in the Information section.

NURSE SALARIES – SCHOOL BASED: Examples of activities that may be funded with CEIS include a school nurse’s efforts to implement behavioral interventions, progress monitoring, other CEIS evaluations, and related professional development. School nurses may not deliver reading or math instruction under CEIS funding if they do not hold the appropriate license to deliver reading or math instruction.

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.



PARAPROFESSIONAL SALARIES: The paraprofessional must serve as a general education paraprofessional and may:

• Participate in professional development to enable the paraprofessional to support thedelivery of scientifically based academic and behavioral interventions, and, ifappropriate, the use of adaptive and instructional software.

• Support, reinforce or follow-up on the provision of educational and behavioral servicesprovided by and under the supervision of an appropriately licensed general educationteacher.

PHYSICAL OR OCCUPATIONAL THERAPIST SALARIES: OT and PT are related services provided to students with disabilities in accordance with an IEP or service plan. CEIS may only be used to serve students who are not identified as students with disabilities.

0FPROFESSIONAL DEVELOPMENT SERVICES: A districMandatory Coordinated Early Intervening Services (CEIS)/Comprehensive CEISt 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 instruction.”

PROGRESS MONITORING ACTIVITIES / SOFTWARE: CEIS funds may be used for progress monitoring of supplemental interventions provided to those students without disabilities determined to need additional academic and behavioral supports to succeed in general education. CEIS funds may not be used for universal screening or assessment administered to all students in a grade, school, or LEA.

PSYCHOLOGIST SALARIES – SCHOOL BASED: Examples of activities that may be funded with CEIS include a school psychologist’s efforts to implement behavioral interventions, progress monitoring, other CEIS evaluations, and related professional development. School psychologists may not deliver reading or math instruction under CEIS funding unless they also hold the appropriate license to deliver reading or math instruction.

PUPIL SERVICES STAFF SALARIES: Pupil services staff include school psychologists, school social workers, school guidance counselors, and school nurses. Under CEIS funding, pupil services staff may not provide services or instruction outside the parameters of their license.

REMODELING / RENOVATION: Remodeling or renovation does not meet the criteria for the utilization of CEIS funds.

RENT or OCCUPANCY COSTS: Rent or occupancy costs do not meet the criteria for the utilization of CEIS funds.

RtI COORDINATOR SALARY: CEIS 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 LEA’s activities as reported in the CEIS narrative. CEIS funds may not be used to fund coordination of services intended to benefit all students in the school district. LEA must show alignment to student group and category of analysis for which the LEA met Mandatory CEIS.

SOCIAL WORKERS SALARIES – SCHOOL BASED: Examples of activities that may be funded with CEIS include a school social worker’s efforts to implement progress monitoring, other CEIS evaluations, behavioral interventions, and related professional development. School social workers may not deliver reading or math instruction under CEIS funding if they do not hold the appropriate license to deliver reading or math instruction.

SOFTWARE (Instructional Media): Software purchased with CEIS funds must be exclusively used in the delivery of academic or behavioral intervening services, which includes instruction and progress monitoring. CEIS funds may not be used to purchase software used in the core instructional program intended for all students.



SPECIAL EDUCATION TEACHER SALARIES: Special education staff may be funded with Mandatory CEIS dollars. Special education teachers are licensed to provide services to students with disabilities in accordance with each student’s individual education programs (IEPs). and therefore may not provide interventions to students who have not been found eligible under IDEA. CEIS funded activities are intended for students with and without disabilities under IDEA. Teachers who hold both special education and general education licenses may provide instruction funded by CEIS students determined to need support.

SUBSTITUTE TEACHER SALARIES: Districts may budget for general education substitute teachers to help carry out activities funded by CEIS.

SUMMER / AFTER SCHOOL PROGRAMMING: Mandatory CEIS funds may be used to provide academic and behavioral interventions after school and during the summer. CEIS funds may not be used for after school or summer school programming open to all students.

TEACHER SALARIES – GENERAL EDUCATION: Under CEIS funding, general education teachers may provide academic interventions, behavioral interventions, assessments and professional development.

TEACHER SALARIES – SPECIAL EDUCATION: Special education teacher salaries may be funded with CEIS dollars. Teachers who hold both special education and general education licenses may provide CEIS.

TEACHER SALARIES – SUBSTITUTES: Districts may budget for general education substitute teachers to help carry out activities funded by CEIS.

TECHNOLOGY STAFF: Although technology staff costs may be linked to specific CEIS activities, the reasonable ability of the LEA to determine actual eligible salary and benefit costs is low. The risk of unsupported costs charged to the CEIS set-aside outweighs the benefit of charging IT salaries to the grant.

TRANSPORTATION – STUDENT: Student transportation does not meet the criteria for the utilization of CEIS funds.

TRAVEL (STAFF): Travel costs must be generated as a result of implementing activities funded by CEIS, such as professional development.

TUTORS: A district may hire or contract with individuals or organizations for tutoring services to carry out CEIS funded activities. Tutors may:

• Participate in or provide professional development to enable teachers and other schoolstaff to deliver scientifically based academic and behavioral interventions, and, ifappropriate, the use of adaptive and instructional software.

• Support, reinforce or follow-up on the provision of educational and behavioral servicesprovided by and under the supervision of an appropriately licensed general educationteacher.

UNIVERSAL SCREENING COSTS: CEIS funds may be used to provide services only to students in need of additional academic or behavioral support who have not been identified as eligible for special education. CEIS 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.

SCREENING - SPECIAL EDUCATION CHILD FIND: A district may not use CEIS funds for activities aimed at identifying, locating, or evaluating students with disabilities including screening for pre-school, hearing, or vision disabilities. Child Find costs may be charged to the flow-through or preschool portion of the IDEA grant.


Information

SUPERVISION: Supervision means regular, continuing interaction between the appropriately licensed staff member (supervisor) and the individual carrying out CEIS funded activities. There must be sufficient contact between the supervisor and the individual carrying out CEIS funded activities, and between the supervisor and the student to monitor the services provided.

Mandatory Coordinated Early Intervening Services (CEIS ...

Documents

Transcript of Mandatory Coordinated Early Intervening Services (CEIS ...