EARLY INTERVENING SERVICES - Regulations

5. Establish coordination with the ESEA3.

Funds made available to carry out 34 CFR 300.226 may be used to carry out coordinated, early intervening services aligned with activities funded by, and carried out under the ESEA if those funds are used to supplement, and not supplant, funds made available under the ESEA for the activities and services assisted under 34 CFR 300.226.
[34 CFR 300.226(e)] [20 U.S.C. 1413(f)(5)]


3 For purposes of this document, the NCLB is referred to as the ESEA of 1965, as amended.
U.S. Department of Education -- Office of Special Education Programs -- Early Intervening Services -- 10.04.06

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. Why is it important to you and your stakeholders to consider aligning EIS funding and services with funding and services provided through ESEA?


  2. How do the provisions of ESEA and IDEA work together to meet the needs of students?


  3. In your opinion what is the difference between supplanting and supplementing? What are some examples of each from your previous experiences?


  4. What relationships exist between school-wide accountability and individual achievement? In your experience can these two issues be addressed simultaneously?


  5. In your opinion, are there similarities in expectations of implementation of EIS through IDEA and schoolwide academic and behavioral interventions provided through Title I of the ESEA? What are some examples of similarities and differences that you see?


Application Questions

  1. Do you know what the available funds are for IDEA/EIS and ESEA and what requirements there are for use of these funds? Where and how can you find out more information?


  2. Given the requirements for use of funds under ESEA, what criteria should an LEA use to integrate these funds into EIS and ensure that they are supplemental and not supplanting existing services?


  3. Are you aware of any coordinated funding efforts already occurring within your district? How might you find out what is happening currently?


  4. Do you know the level of coordination between ESEA and IDEA personnel in your district? How might coordination and collaboration efforts change as a result of this EIS provision?


  5. What responsibilities/roles might each stakeholder fulfill relative to decision-making and alignment of ESEA and IDEA activities, and what will need to be in place to bring these stakeholders together to coordinate service delivery?


  6. What possibilities exist for the coordination of school improvement plans with early intervening services?

    These questions were developed by the following stakeholders working together:

    Role: Service Provider
    Location: California

    Role: Speech-Language Pathologist
    Location: Florida

    Role: Special Education Administrator
    Location: Florida

    Role: Educational Consultant
    Location: Florida

    Role: Family Member
    Location: Georgia

    Role: General Education Administrator
    Location: Illinois

    Role: Higher Education
    Location: Indiana

    Role: Teacher
    Location: Indiana

    Role: Special Education Administrator
    Location: Indiana

    Role: Special Education Administrator
    Location: Kentucky

    Role: School Psychologist
    Location: Maryland

    Role: School Psychologist
    Location: Maryland

    Role: Teacher
    Location: Minnesota

    Role: Family Member
    Location: New Jersey

    Role: Higher Education
    Location: New York

    Role: Family Member
    Location: West Virginia