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Provides instructions for newly identified LEAs versus LEAs updating an existing plan, including deadlines and submission guidance. Covers required examination of district and school data, required conclusions about causes and contributing factors, required policy and procedure review, and actionable factors that must drive CCEIS interventions and budget planning aligned to 34 CFR 300.646(c) and (d).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/illinois-state-board-of-education-significant-disproportionality-cceis-planner-data-analysis-and-cceis-plan/535737/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/illinois-state-board-of-education-significant-disproportionality-cceis-planner-data-analysis-and-cceis-plan/535737.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the required area of significant disproportionality for the LEA to identify in iStar?","Question",{"text":112,"@type":113},"The LEA must identify the area of significant disproportionality that was identified in iStar, then use IDEA-required comprehensive coordinated early intervening services to address contributing factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data does the LEA need to examine during the CCEIS data analysis?",{"text":117,"@type":113},"The plan instructs the LEA to examine district and school data and conduct analysis using sources such as student IEPs, discipline records, school policies, evaluation records, assessments, early intervention practices, and RTI/MTSS/PBIS practices.",{"name":119,"@type":110,"acceptedAnswer":120},"How should the LEA connect identified contributing factors to the CCEIS plan and budget?",{"text":121,"@type":113},"The LEA must reach conclusions about causes and contributing factors from the data analysis, then focus the CCEIS plan and any budget line items on actionable contributing factors that address disproportionality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535737,1791667478,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ILLINOIS STATE BOARD OF EDUCATION\nSignificant Disproportionality CCEIS Planner\nData Analysis and CCEIS Plan\nLOCAL EDUCATION AGENCY (LEA) & RCDT:\nCONTACT PERSON NAME/POSITION:\nPHONE:\nE-MAIL:\nInstructions: \u000bThere are two sections of this document; one for LEAs newly identified with significant disproportionality who are creating their CCEIS plan for the first time, and one for LEAs who were identified in the previous year and who are providing an update on the CCEIS plan already in place. Newly identified LEAs should complete sections 1-5. LEAs who are providing an update on an established CCEIS plan should complete sections 6-9. As IDEA Part B funds are released in July, it is recommended that LEAs submit their CCEIS plans by June 15 for prompt grant approval and release of funds. Submit completed CCEIS plans to \u0013 HYPERLINK \"mailto:sigdispro@isbe.net\" \\h \u0014sigdispro@isbe.net\u0015\nLEAs can view their Significant Disproportionality dashboard by logging in to iStar.\nSection 1: Area of Significant Disproportionality\nWhat is the LEA’s area of significant disproportionality identified in iStar?\nPer the IDEA, LEAs must set aside 15% of their IDEA Part B Flow Through and Preschool funds to provide comprehensive coordinated early intervening services (CCEIS) to address factors contributing to the significant disproportionality. [34 CFR 300.646(c) and (d)] To identify these contributing factors, LEAs must form a team of stakeholders to conduct a data analysis. Through an examination of district and school data, LEAs will identify the factors contributing to significant disproportionality. The contributing factors will then be addressed in the CCEIS budget expenditures.\nSection 2: Data Analysis\nCCEIS Team (names and roles)\n1.\n2.\n3.\n4.\n5.\nWhat data has been examined during the data analysis? (Examples may include student IEPs, discipline records, school policies, evaluation records, evaluation procedures, school-wide assessment data, early intervention practices, curriculum, RTI, MTSS, and PBIS practices, etc.)\nWhat conclusions relating to the causes and contributing factors of the significant disproportionality have been reached through the data analysis?\nA review of policies, practices, and procedures is required to evaluate their impact on disproportionality. Which policies were reviewed and how? Identified LEAs must review “policies, practices, and procedures used in identification or placement in particular education settings, including disciplinary removals, to ensure that the policies, practices, and procedures comply with the requirements of the Act [34 CFR 300.646(b)]\nList any changes to policies or procedures that must be publicly reported.\nWhat is/are the identified actionable contributing factors of the significant disproportionality? (This will be the focus of the LEA’s CCEIS plan and must be demonstrated in the data analysis above.)\nSection 3: Comprehensive Coordinated Early Intervening Services (CCEIS) Plan\nWhat supports or interventions has the LEA already implemented to address the contributing factors of the significant disproportionality? Will these supports and interventions be continued, discontinued, or modified?\nWhat new supports or interventions will the LEA implement to address the factors contributing to the significant disproportionality?\nList and describe any professional development to be conducted to address significant disproportionality. How will the proposed activities reduce the identified significant disproportionality?\nLEAs must set aside 15% of their IDEA Part B Flow Through and Preschool funds to provide comprehensive coordinated early intervening services (CCEIS) to address factors contributing to the significant disproportionality [34 CFR 300.646(c) and (d)]. In implementing comprehensive coordinated early intervening services, an LEA:\nMay carry out activities that include professional development and educational and behavioral evaluations, services, and supports.\nMust identify and address the factors con","cbCaihn822JYvA0i","https://ap.wps.com/l/cbCaihn822JYvA0i","docx",119973,"English","# Significant Disproportionality CCEIS Planner\n## Section 1: Area of Significant Disproportionality\n## Section 2: Data Analysis\n## Section 3: Comprehensive Coordinated Early Intervening Services (CCEIS) Plan\n## Section 4: CCEIS Budget Plan","[{\"question\":\"What is the required area of significant disproportionality for the LEA to identify in iStar?\",\"answer\":\"The LEA must identify the area of significant disproportionality that was identified in iStar, then use IDEA-required comprehensive coordinated early intervening services to address contributing factors.\"},{\"question\":\"What data does the LEA need to examine during the CCEIS data analysis?\",\"answer\":\"The plan instructs the LEA to examine district and school data and conduct analysis using sources such as student IEPs, discipline records, school policies, evaluation records, assessments, early intervention practices, and RTI/MTSS/PBIS practices.\"},{\"question\":\"How should the LEA connect identified contributing factors to the CCEIS plan and budget?\",\"answer\":\"The LEA must reach conclusions about causes and contributing factors from the data analysis, then focus the CCEIS plan and any budget line items on actionable contributing factors that address disproportionality.\"}]","Illinois State Board of Education - Significant Disproportionality CCEIS Planner - Data Analysis and CCEIS Plan | DOCX",1791601015,18]