Welcome! This page provides information on documents and resources, as well as required events, for Local Educational Agencies (LEAs) identified as Significantly Disproportionate in March 2024 by the California Department of Education (CDE). Please refer to this page regularly to access registration for required events, recorded materials and archived recordings of previous workshops.
To view documents and resources for previous years of identification, click on the tab below to switch to the appropriate year.
Compliance and Improvement Monitoring for Significant Disproportionality (CIM for Sig Dis)
On this page you will find all the key information for the Compliance and Improvement Monitoring for Significant Disproportionality (CIM for Sig Dis) including links to
the 2024 CIM for Sig Dis Materials Page,
the Introduction to Significant Disproportionality Recorded Series,
due dates for CIM for Sig Dis Plan for Improvement development (Newly Identified LEAs only), the Addendum and Budget Form (Continuing LEAs only) and Quarterly Progress and Expenditure Reports.
Continuing LEAs: Continuing LEAs were identified as Sig Dis in both 2023 and 2024. Please look for light grey boxes like this for information specific to you.
Introduction to Significant Disproportionality Recorded Series
This series of recordings is foundational to understanding what significant disproportionality is, why your LEA has been identified as significantly disproportionate, and why it is important work. The content of this recording is particularly relevant for LEAs who are newly identified as significantly disproportionate in 2024 and do not have a CIM for CCEIS plan.
PADLET: Compliance and Improvement Monitoring (CIM) for Comprehensive Coordinated Early Intervening Services (CCEIS) Guidance, Forms, and Tools
All of the CIM for CCEIS guidance documents, required forms, required tools, and additional tools will be housed on the 2023 CIM for CCEIS Padlet. Several documents from CDE under the Requirements and Instructions tab are particularly relevant to LEAs who have just received their annual determination letters from CDE. Documents will be added to the padlet over time. Please contact Susan Stewart if you have questions.
Abbreviated CIM for CCEIS Action Plans: If you have received a notification letter via email from CDE that you qualify to complete an Abbreviated CIM for CCEIS Action Plan, the form you must complete can be found in the 2023 CIM for CCEIS Padlet (link above) in the first Column.
Upcoming Events
Keep an eye on this space for upcoming events!
Concluded Events
Community of Practice: CIM for CCEIS Plans Step 3 (virtual)
Community of Practice: CIM for CCEIS Plans Step 2 (virtual)
Participant Folders: Please note that the links in the Step 2 template have been updated. You can find the updated template in the participant folders below and on the 2023 CIM for CCEIS Padlet.
New LEAs were required to attend one of the Workshop B in-person meetings in mid-to-late May. New staff with Continuing LEAs were encouraged to attend one of these meetings.
Introduction to Developing a Compliance and Improvement Monitoring (CIM) for Comprehensive Coordinated Early Intervening Services (CCEIS) Action Plan Meeting
Recording of the 3/30 CIM for CCEIS Virtual Meeting.
Participant folder for the 3/30 CIM for CCEIS Virtual Meeting:
Abbreviated CIM for CCEIS Plan Due Date: September 30, 2023
Quarterly Progress and Expenditure Report Due Dates:
April 10, 2024 (covers initial nine-month period)
July 10, 2024
October 10, 2024
January 10, 2025
April 10, 2025
July 10, 2025
October 10, 2025 (final report)
Welcome! This page provides information on documents and resources, as well as required events, for Local Educational Agencies (LEAs) identified as Significantly Disproportionate in March 2022 by the California Department of Education (CDE).
Comprehensive Coordinated Early Intervening Services (CCEIS) Guidance, Forms, and Tools Padlet
All of the CCEIS guidance documents, required forms, required tools, and additional tools will be housed on the 2022 CCEIS Padlet. Several documents from CDE under the Requirements and Instructions tab are particularly relevant to LEAs who have just received their annual determination letters from CDE. Documents will be added to the padlet over time. Please contact Susan Stewart if you have questions.
FY 2022-2023 Unduplicated Student Count for Significant Disproportionality Comprehensive Coordinated Early Intervening Services Report form is required to be completed for any CCEIS services provided to students (unduplicated) during the 2022-23 school year.
NOTE: Although the 2020 CCEIS cohort ended September 30, 2022; there may have been students who received CCEIS services from July 1, 2022, to September 30, 2022. Please include those students on this form.
If you are a continuing CCEIS local educational agency, and are in the 2021 and 2022 CCEIS cohort, you will be counting all students (unduplicated) for all three years: 2020, 2021, and 2022. Just count the student one time, even if the student has received multiple services and/or over the multiple years. Gather all unduplicated students and report on one form, then submit to the California Department of Education.
Office Hours were held on June 13, 15, 17, 20. Two of these dates had topical focuses: June 15 – Multi-Lingual Learners and June 17 – High Schools. One June 15th, Dr. Deborah Montoya from the Imperial County Special Education Local Plan Area (SELPA) shared resources related to supporting multi-lingual learners. Dr. Montoya’s presentation was recorded. RECORDING
Due Dates
CCEIS Plan Due Date:
November 1, 2022
Quarterly Progress and Expenditure Report Due Dates:
January 10, 2023(optional)
April 10, 2023 (covers initial nine-month period)
July 10, 2023
October 10, 2023
January 10, 2024
April 10, 2024
July 10, 2024
October 10, 2024 (final report)
ContactSPP-TAP
CDEInformation
EquityinIDEA
FundingInformation
California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.
