Chippewavalley Ceis Progdesign 17 18

Coordinated Early Intervening Services Program Design
Key Individuals with Disabilities Education Act (IDEA) Federal Regulations

§ 300.226 Early intervening services § 300.646 Disproportionality
Author: Michigan Department of Education, Office of Special Education

Last updated: 4/20/17
School districts can use coordinated early intervening services (CEIS) to serve students who
need additional assistance but are not identified as needing special education.
The IDEA allows school districts to spend up to 15 percent of IDEA Part B funds (Section 611
and 619) on CEIS. If your district is identified with significant disproportionality, your district is
required to have a CEIS program and use all 15 percent of its IDEA Part B funds.
Your school district’s CEIS program design must be approved by the Michigan Department of
Education, Office of Special Education (OSE). Complete this form with the details of your CEIS
program design and submit it to the OSE.
You must SUBMIT THIS FORM to Deb Maurer at maurerd@michigan.gov by June 30 prior to
implementing the CEIS program.
District Information
District
District Name: Chippewa Valley Schools
Main Administration Address: 19120 Cass Avenue

street, city, state, zip
Clinton Twp., MI 48038
Intermediate School District: Macomb Intermediate School District

local school districts only
The district’s CEIS is: Voluntary Required for Significant Disproportionality
District Administrative Contact Information
Name: Ms. Tara Koch
Position: Director of Special Services
Phone: (586) 723.2180
Email: tkoch@cvs.k12.mi.us
Michigan Department of Education, Office of Special Education Page 1

Program Design Considerations
Funding
Before your district begins to design its program, it is important to know the amount of funds
your district will set aside for the CEIS.
Because the program design is due by June 30, your district may not yet know its exact
amount of IDEA Part B flow-through funds. Use the amount of last year’s funds to calculate an
approximate amount for the proposed program design.
Districts With Significant Disproportionality

As stated in § 300.646, your district is required to spend 15 percent of its IDEA Part B funds
(Section 611 and 619) on its CEIS program.
15% of
IDEA Part B funds received last year: $ 3,158,152.00 =
Approximate required funds: $ 473,722.80
The above is the approximate required amount of IDEA funds your district must spend on its
program. The exact amount is based on the actual IDEA Part B funds your district receives in the
upcoming year.
Districts With Voluntary CEIS

As stated in § 300.226, your district may spend up to 15 percent of its IDEA Part B funds
(Section 611 and 619) on its CEIS program.
Percent to be reserved (up to 15%): % of

IDEA Part B funds received last year: $ =
Approximate funds reserved: $
You may enter a different amount for CEIS in your MEGS application that is based on the actual
IDEA Part B funds your district receives in the upcoming year.

Disproportionality Information
For districts with significant disproportionality only.
Districts with voluntary CEIS may skip this section and move on to the next section, “Target
Group of CEIS.”
In order to design an effective CEIS program, it is important to identify the source of your
district’s current significant disproportionality. Check all that apply.
American Indian or Alaska Native

Identification Educational Environment Discipline
Asian
Black or African-American
✔ Identification Educational Environment ✔ Discipline
Hispanic or Latino
Native Hawaiian or Other Pacific Islander

White
Two or More Races


Target Group of CEIS
Based on the source of your district’s significant disproportionality (if applicable) and other
factors in your district, identify the target student population for your CEIS program. Please keep
in mind:
• § 300.226 states that CEIS is for K-12 general education students, with a particular emphasis
on K-3.
• § 300.646 states that when CEIS is required due to significant disproportionality, the CEIS
must particularly (though not exclusively) serve students in the groups that were significantly
over-identified.
Students
Indicate your target group of students by listing the schools and grades that will be impacted by
your district’s CEIS. List as many schools and grades as appropriate.
School: Chippewa Valley High School, Ninth Grade Center Grades: 9th
Approximate number of students: 25
School: Chippewa Valley High School, Main Building Grades: 10th

School: Dakota High School, Ninth Grade Center Grades: 9th

School: Dakota High School, Main Building Grades: 10th

School: Grades:
Approximate number of students:
School: Grades:
School: Grades:

School: Grades:
School: Grades:
School: Grades:
Approximate total number of students in target group: 100
Rationale
Explain why the student populations identified above are an appropriate target group for CEIS.
NOTE: Chippewa Valley Schools Coordinated Early Intervening Services Program Design will
take place over two years. The Program Design Team believes that a two-year implementation
design will have a greater impact on the identified at-risk students. In the second year of the
Program Design, the team will identify a new group of at-risk students using the same
qualifying criteria (see below) as year one. The Program Design Team believes that in year two,
the design could be more effective as they will have collected data on the success (or lack
thereof) in implementation of the interventions outlined in year one.
The Program Design Team used MI School Data, MSDS, Power School Special Education, Power
School, and reports that were generated for us through our Pupil Accounting Department.
The aforementioned data sources presented a pattern of high numbers of discipline for general
education 9th and 10th graders at both of our district high schools (9th graders attend a
separate Ninth Grade Center). We have deemed these students to be at-risk. The criteria for
at-risk students, extracted from the date sources, have been identified by our Program Design
Team as having one or more of the following criteria:
• Failing one or more content areas (core) classes

• Attendance issues; 6 or more total (consecutive or nonconsecutive days)
• Suspensions: an agreed-upon (by the Program Design Team) number of suspensions

Program Design
Now that you have identified an appropriate target group, you must determine the scientifically-
based programs that will best address your district’s needs.
Take into account the approximate amount of funding established in the funding section of this
form when determining the activities and the appropriate staff and supplies to support each
program.
List as many programs as appropriate.
Program #1
Program
Name/type of program: Restorative Justice/Practices Training and Implementation
Explain the program. Be detailed; include the design of the program and how it impacts
students.
Restorative Justice/Practice (RJ/RP) is becoming a stronger presence in schools across the

nation in dealing with adverse behavior and in reaching out to at-risk youth across a number of
domains (i.e. psycho/social, emotional, academic, etc.). RJ advocates a
student/community-centered framework in which students acknowledge the impact of their
adverse behavior on the school community, and in turn, on their educable (academic, social,
etc.) health. Restorative justice (RJ) is a powerful approach to discipline that focuses on
repairing harm through inclusive processes that engages all stakeholders. Implemented well, RJ
shifts the focus of discipline from punishment to learning and from the individual to the school
community.
Given the national push to reduce suspensions, some school leaders may perceive restorative
justice as a way to improve their discipline data rather than a holistic approach to behavior.
Seeing RJ through this narrow lens leads to a core problem: if educators and school
Provide evidence that the program is scientifically-based.
administration stop suspending students but fail to deal with the root causes of behavior issues,
including the absence of strong relationships and emotional safety at school.
Lucane Mirsky (2014) recently wrote in the Journal of Educational Leadership that for
Restorative Practice to "work" in schools, based upon a study from Sacramento Unified School
Based upon these principles the Program Design Team reached out to The Michigan Restorative
District, the following steps need to be implemented with fidelity:
Practices Trainers and Consultants (MIRPTC) of Macomb. The organization believes in all of the
above outlined core characteristics of RJ while also believing that Restorative Practices gives
• First, intentionally create a community that is anchored in shared values. This provides a
students the potential to do something different—to challenge the way that they think, behave
common language for students, parents, and teachers to understand what is expected of all
and change. The MIRPTC Restorative Justice approaches are based on four key features:
members of the school community.
• Respect: Listening to other opinions and learning to value everyone;

• Second, make participation in the school community a requirement for at-risk students (and
• Responsibility: Taking ownership for one’s own actions;
other identified student groups), not an option. Requiring students to participate in the
• Repair: Developing the necessary skills within a school community so its individual members
community means a couple of things. First, they must do their best to practice its values in
have the Department
Michigan ability to identify solutionsOffice
of Education, that repair harm; and
words and practice. Second, they commit ofto Special
engage Education
in restorative processes if they have Page 6
• Re-Integration: Working within a structured, supportive process to resolve issues and ensure
harmed the community or been harmed by another member. There is a reciprocal principle
Personnel
List each position title and function code your district will need in order to implement this
program. For each position, indicate how much of the CEIS funds will be used to pay for the
individual’s time spent on this program.
List as many positions as appropriate.
Position Title: Intervention Specialist(s) (4)
Function Code:
Approximate salary from CEIS funds: $ $59,165 (4)= $236,660
Position Title: The Michigan Restorative Practices Trainers and Consultants
Function Code:
Approximate salary from CEIS funds: $ 10,000
Position Title:
Function Code:
Approximate salary from CEIS funds: $
Position Title:
Function Code:
Position Title:
Function Code:

Supplies
List the non-technology supplies and materials your district will need to purchase in order to
implement this program. List as many supplies as appropriate.
Personnel
Our Program Design Team believes that hiring Intervention Specialists who are trained on the
specific practices of Restorative Justice will have an immensely positive impact on our identified,
at-risk population. These Intervention Specialists will be at-will employees who will be
responsible for, but not limited to, the following duties:
• Work with classroom teachers, counselors, and administration in developing relationships,
interventions, and supporting the at-risk student population.
• Serving as a member of the district (building) Intervention Specialist Team.
• Supporting the strategic plan of the Program Design.
• Listening to and helping learners resolve a range of issues that create barriers to learning.
• Creating and monitoring student goals
• Working with teachers, counselors, and building administrators regarding the students’
programming
List and process.
the technology supplies your district will need to purchase in order to implement this
• Maintaining accurate records and preparing written reports on student academic or behavioral
program. For each piece of technology listed, explain how it will be used to support the activity
growth.
if its use is not evident from the program description already provided. Please keep in mind that
• Scheduling time to work with assigned caseload.
any technology must be purchased and in use by November 1.
• Reviewing academic and behavioral goals and making adjustments as needed.
All of these daily tasks will be based on the framework and core beliefs of Restorative
Justice/Practice.

Program #2
Program
Name/type of program: SOAR curriculum
students.
The Program Design Team holds the belief that disciplinary infractions are a mosaic of
co-morbid issues that many of our at-risk students are experiencing at any given time during
their home and school lives. That is, it is not just that these students are battling social or
emotional issues. Quite often, the adverse behavior exhibited by our at-risk students is a
manifestation of their academic struggles. We identified the intervention curriculum, SOAR, as
an excellent intervention because of it's structured, individual student-based outlook, and focus
on academic success through organizational skills, and student ownership of their academic
success.
SOAR believes that at-risk students need to be empowered by teaching them to effectively
manage their assignments, due dates, and study time by teaching them explicit study skills and
adaptive academic skills through the following core principles:
1. Simplicity through Efficient Systems: they seek the least number of steps to be effective.
2. Relevance: All learning has a meaningful purpose in students’ lives.
3. Joy! Seeking pleasure in life and (school)work. Satisfaction. Ease without resistance.
Work/school is a place students want to be.
4. Originality
Provide & Creativity:
evidence Studentsisare
that the program free to be the people they were created to be, able to
scientifically-based.
express their natural talents.
5. Personal Responsibility: Students should be accountable for their own actions and own their
Research-Basis of SOAR
mistakes. They should act with integrity: in alignment with system (i.e. their school's) values.
Students should be engaged in their work and take initiative.
The SOAR curriculum is rooted in years of research on brain-based learning and best practices
6. Excellence: Students should pursue their best work. (NOT to be confused with the “pursuit of
in education. The following information is organized to match the sections of the SOAR program
perfection.”)
and details the educational research that supports each section.
The Program Design Team believes that our Intervention Specialists, with the backdrop of the
SOAR Section 1 – How Are You Smart?
Restorative Justice framework, will make a positive impact on our at-risk students' academic
Howard Gardner’s Theory of Multiple Intelligences (1)
success through using SOAR to teach academic autonomy, and in return, see improved student
This theory establishes the premise that all students have talents, even if they have not
self-esteem. The Intervention Specialists will implement the SOAR curriculum, as well as reach
historically experienced success in school. SOAR dedicates a whole section to helping students
and monitor their caseload through consultative and direct service models.
explore their intelligences and develop personal confidence.
Attention Deficit Hyperactivity Disorder (2,3)
People with ADHD are usually highly intelligent, but struggle with conventional learning and
organizing tasks. SOAR provides student-friendly strategies that are good for all learners, but
especially helpful for students struggling with ADHD. Research by the U.S. Department of
Education on “best-practices” for educating students with ADHD support the strategies in SOAR.
SOAR Section 2 – Set Goals
Personnel
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:

Supplies
SOAR® Solution License Apps & Books (Student/Teacher materials)

Each Solution License Includes:
• 30 Student Apps
• 30 Student Books
• 1 Multimedia Teacher's Guide
License Total Students in quote: 100
Total Teachers in quote: 5
TOTAL (3 “sets” because they come in quantities of 30) = $1,700.01
SOAR® RTI/SOL (Additional)

• Student App & Book, 5 Pack (2) = $299.98
SOAR® Additional Teacher License
• 1 Additional
List Multimedia
the technology Teacher's
supplies Guide
your district License
will (2)purchase
need to = $0.00 in order to implement this
TOTAL (for ALL SOAR® Student/Teacher materials) = $1,999.99
SOAR Initial Training (for Intervention Specialists), conducted by author of SOAR- $1,700
This training would include:
• Initial 30 minute 'Getting Started Call' (via phone) where Susan speaks with 1-2 people to get
a feel for what your goals are, what your implementation will look like, etc.
• A customized a training based upon your school's needs and the information gathered in the
Getting Started Call
• 90 minute in-person training plus additional question and answer session at your school
• A follow up call (via phone) 4-6 weeks after the training. This gives us a chance to get going
with the curriculum and then have the opportunity to come back with questions or situations
that have come up that you didn’t ask before.
• Can include up to 10 staff members (i.e. Intervention Specialists) being trained

Program #3
Program
Name/type of program:
students.

Personnel
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:

Supplies
List the technology supplies your district will need to purchase in order to implement this

Program #4
Program
students.

Personnel
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:

Supplies

Program #5
Program
students.

Personnel
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:
Position Title:
Function Code:

Supplies

For Office Use Only
Implementation school year: 2017-2018
Date received: 06/28/2017 Returned for revisions:
Date received: Returned for revisions:
Date received: Returned for revisions:
Date received:
Date approved: 06/29/2017
Additional comments:

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Coordinated Early Intervening Services Program Design

Key Individuals with Disabilities Education Act (IDEA) Federal Regulations

Author: Michigan Department of Education, Office of Special Education

District Name: Chippewa Valley Schools

Main Administration Address: 19120 Cass Avenue

Intermediate School District: Macomb Intermediate School District

The district’s CEIS is: Voluntary Required for Significant Disproportionality

District Administrative Contact Information

Name: Ms. Tara Koch

Position: Director of Special Services

Phone: (586) 723.2180

Michigan Department of Education, Office of Special Education Page 1

Districts With Significant Disproportionality

Approximate required funds: $ 473,722.80

Districts With Voluntary CEIS

Percent to be reserved (up to 15%): % of

Approximate funds reserved: $

Michigan Department of Education, Office of Special Education Page 2

For districts with significant disproportionality only.

American Indian or Alaska Native

Native Hawaiian or Other Pacific Islander

Two or More Races

Michigan Department of Education, Office of Special Education Page 3

School: Chippewa Valley High School, Main Building Grades: 10th

School: Dakota High School, Ninth Grade Center Grades: 9th

School: Dakota High School, Main Building Grades: 10th

Michigan Department of Education, Office of Special Education Page 4

Approximate total number of students in target group: 100

• Failing one or more content areas (core) classes

Michigan Department of Education, Office of Special Education Page 5

List as many programs as appropriate.

Restorative Justice/Practice (RJ/RP) is becoming a stronger presence in schools across the

• Respect: Listening to other opinions and learning to value everyone;

List as many positions as appropriate.

Position Title: Intervention Specialist(s) (4)

Approximate salary from CEIS funds: $ $59,165 (4)= $236,660

Position Title: The Michigan Restorative Practices Trainers and Consultants

Approximate salary from CEIS funds: $ 10,000

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Michigan Department of Education, Office of Special Education Page 7

Michigan Department of Education, Office of Special Education Page 8

List as many positions as appropriate.

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Michigan Department of Education, Office of Special Education Page 10

SOAR® Solution License Apps & Books (Student/Teacher materials)

SOAR® RTI/SOL (Additional)

Michigan Department of Education, Office of Special Education Page 11

Provide evidence that the program is scientifically-based.

Michigan Department of Education, Office of Special Education Page 12

List as many positions as appropriate.

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Approximate salary from CEIS funds: $

Michigan Department of Education, Office of Special Education Page 13

Michigan Department of Education, Office of Special Education Page 14