Significant Disproportionality is the persistent over-representation of students from a particular racial or ethnic group in one or more of the following categories: identification as a child with a disability or within a specific disability, restrictive placements, and/or disciplinary removals as compared to other groups of students.
In Maryland, a local education agency (LEA) is determined to be significantly disproportionate if it has one or more subgroups of students evidencing a risk ratio of greater than 2.0 for two or more consecutive years (unless the risk ratio declines by a defined amount (.15 if less than 4.0 and .5 if over 4.0) from one year to the next. (COMAR 13A.05.02.04, Adopted May 22, 2018)
IDEA regulations guiding the mandatory provision of CCEIS require LEAs identified by the State as having significant disproportionality to reserve 15 percent of IDEA Part B Section 611 and Section 619 funds to implement a comprehensive system of proactive and responsive actions to address root cause factors contributing to significant disproportionality with respect to identification, placement, and/or disciplinary removals. CCEIS is defined by regulations at 34 CFR §300.646(d).
CCEIS activities funded under Part B include:
Additionally, the local system must:
What are some general considerations for local CCEIS Plan Development?
Build systemic awareness and the leadership supports by convening a local implementation team necessary to implement organizational change and promote sustainability.
Establish a diverse stakeholder group inclusive of external and internal partners to develop an understanding of disproportionality and the conditions resulting in the LEA's identification as significantly disproportionate.
Engage in a self-assessment/data review process to determine the root cause factors creating the area(s) of significant disproportionality.
Use the root cause factors to plan for proactive and responsive actions necessary to increase equity and decrease disproportionality at the district, school, and/or classroom level.
Consider implementation drivers: staffing, training, ongoing coaching, and consultation, staff performance evaluation, data systems that support decision making, progress monitoring, implementation with fidelity, and effective evaluation.
Identify a structure of results-based and job-embedded professional learning experiences to build the capacity of local general and special education personnel who are engaged in the day-to-day implementation of change efforts.
Develop a comprehensive system for the evaluation of plan outcomes that emphasizes teacher/staff fidelity of implementation and measurable student outcomes.
Maryland CCEIS Plan Development Tools
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FFY 2022 / SFY 2023 Comprehensive Coordinated Early Intervening Services Plan Template (June 15)
IDEA Data Center – Equity, Inclusion, and Opportunity: How to Address Success Gaps Rubric
Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education
Preventing Disproportionality by Strengthening District Policies and Procedures – An Assessment and Strategic Planning Process
Addressing the Root Causes of Disparities in School Discipline
Equity Requirement in IDEA
This resource from www.ideadata.org defines the three distinct equity requirements of IDEA: Disproportionate Representation, Significant Discrepancy, and Significant Disproportionality,
Equity, Inclusion, and Opportunity Addressing Success Gaps
This resource from www.ideadata.org provides a summary of factors that contribute to the success of all children and is in alignment with the factors identified in the Success Gaps Rubric.
Racial/Ethnic Disproportionality in Special Education
A data analysis workbook tool developed by Dr. Edward Fergus and Roey Ahram provides an overview of how to analyze special education and general education data to identify rates of disproportionality in special education classification and placement.
Significant Disproportionality (Equity in IDEA) Essential Questions and Answers
A frequently asked questions and answer document developed by the Office of Special Education Programs (OSEP) offers guidance related to the components of the IDEA regulations related to Significant Disproportionality.
Assessment - Universal Screening and Progress Monitoring
Center on Multi-Tiered Systems of Supports
High-Leverage Practices (HLPs) for Students with Disabilities
National Center on Intensive Interventions (NCII)
Core Instructional Program
Evidence for ESSA
Innovation Configuration for Culturally Responsive Teaching
Parent Engagement from Preschool through Grade 3: A Guide for Policymakers
Using Student Data to Drive Instruction
Achieving Equity in Special Education: History, Status, and Current Challenges (PDF)
A comprehensive examination of disproportionality research since the 1960s offering a thorough snapshot of current understandings of inequities in special education.
Kirwan Institute for the Study of Race and Equity - A series of learning modules developed by Ohio State University
Pursuing Equity for Black Students in K - 12 Education: Exploring the Intersection of Race and Disability
Including Voice in Education: Addressing Equity through Student and Family Voice in Classroom Learning
Root Cause Analysis: Using Data to Improve Students' Outcomes
The AIR Equity Initiative: A Bridge to a More Equitable World
Quick Reference Guide on the LEA Maintenance of Effort Adjustment and Use of Freed-Up Funds
Coordinated Early Intervening Services (CEIS) Fiscal and Student Data Tracker
CEIS Practice Guide: Examples of Fiscal and Child Tracking for Voluntary and Comprehensive Coordinated Early Intervening Services (CEIS)
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