• Home
  • District Support

District Support

The Center on Education and Lifelong Learning (CELL), through its Indiana Disproportionality Resource Center (IDRC), supports districts in understanding and applying federally recommended tools that assist with identifying factors contributing to disproportionality. While the Indiana Department of Education (IDOE) conducts the official state analysis, CELL’s role is to help districts interpret those results, review local policies and procedures, and plan improvement efforts aligned with Individuals with Disabilities Act (IDEA) requirements. 

IDRC provides consultation, resources, and professional learning to help districts use data, observations, and structured assessments to strengthen decision-making processes and promote consistent, appropriate practices across schools. CELL focuses on building district capacity to review their systems, identify contributing factors, and implement changes that support accurate identification, placement, and service delivery. 

How CELL Supports District Review and Planning 

CELL’s IDRC partners with districts to: 

  • Understand the results of state-reported disproportionality data 
  • Use validated tools to examine contributing factors at the system level 
  • Review policies, practices, and procedures for alignment with IDEA 
  • Develop focused improvement plans when needed 
  • Monitor progress and evaluate the implementation of selected strategies 

IDRC does not determine compliance; rather, it provides expertise to help districts strengthen local processes and decision-making practices. 

Tools and Resources

CELL supports districts in understanding and using Results Driven Accountability (RDA) tools developed through OSEP to guide improvement planning. These tools help districts align their strategies with federal expectations and monitor progress over time. 

Results Driven Accountability Planning Tool

Results Driven Accountability Guiding Document

The Success Gaps Toolkit—developed by the IDEA Data Center (IDC), a nationally recognized OSEP-funded TA center—supports districts in identifying factors that contribute to differences in student outcomes or patterns of disproportionality. 

CELL’s IDRC assists districts in: 

  • Using the toolkit’s structured questions and rubrics 
  • Examining district strengths and areas for improvement across five domains: 
    Data, Instruction & Interventions, Core Curriculum, Assessment, and System Practices 
  • Reviewing how local policies and procedures influence referral, evaluation, and placement decisions 
  • Prioritizing areas that warrant further attention or action 

This analysis helps districts identify contributing factors and plan next steps aligned with federal guidance. 

Goal Attainment Scaling (GAS) is an evidence-based method for setting measurable goals and tracking progress over time. CELL supports district teams in understanding how GAS can be used to: 

  • Establish clear, observable goals 
  • Monitor implementation of instructional or procedural changes 
  • Document progress toward targeted outcomes 

GAS can be used at the student level or at the systems level, depending on district needs. 

Districts identified with Significant Disproportionality under IDEA are required to set aside funds for Coordinated Early Intervening Services (CEIS). CELL’s IDRC provides consultation on: 

  • Understanding CEIS requirements 
  • Using the Success Gaps Toolkit to guide CEIS planning 
  • Monitoring intervention effectiveness through tools such as the CEIS Data Tracking Tool 

The CEIS Tracking Tool—developed by Dr. Renae Azziz—helps districts document interventions, track student progress, and evaluate effectiveness over time. 

Resources include: 

Overview Video of CEIS Tracking Tool

2020 CEIS Tracking Tool v2

Districts may refer to The Office of Special Education Programs Guidance for additional information on the use of IDEA Part B funds for CEIS and related improvement activities. This federal guidance outlines expectations for LEA's implementing CEIS and reviewing their identification, placement, and disciplinary practices. For more information visit U.S. Department of Education.