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EARLY INTERVENING SERVICES - Regulations

7. Require early intervening services in the case of significant disproportionality.

In the case of a determination of significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of these children, in accordance with 34 CFR 300.646(a), the State or the Secretary of the Interior must…require any LEA identified under 34 CFR 300.646(a) to reserve the maximum amount of funds under section 613(f) of the Act [34 CFR 300.226] to provide comprehensive coordinated early intervening services to serve children in the LEA, particularly, but not exclusively, children in those groups that were significantly overidentified under 34 CFR 300.646(a) of this section.
[34 CFR 300.646(b)(2)] [20 U.S.C. 1418(d)(2)(B)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. Why is the issue of disproportionate placement of minority students in special education important to you and your stakeholder group?


  2. With the implementation of EIS, what do you predict will be the effect of these services on disproportionality within your district/state?


  3. From your experience, please share examples of effective academic and/or behavioral strategies that may reduce disproportionality?


Application Questions

  1. Do you know how your state/district currently collects and reports data regarding the NCLB subgroups? Who has that information and how can you obtain it?


  2. What are the criteria your state uses to determine if a district has significant disproportionate representation in special education? Who has that information and how can you obtain it?


  3. What can your district/school do to involve families, especially families from disproportionately represented groups, in identifying interventions through EIS?


  4. What do you suggest can be done at the local/state level to address institutional causes of disproportionality through EIS?


  5. What data might your district collect and report regarding student minority groups receiving EIS to determine if EIS is effective in reducing disproportionality?


  6. What issues will you consider that will influence your decision to use, or not use, the 15% allocation for only the subgroups identified as disproportionate?

    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