Presentation on theme: "Significant Disproportionality: Information and Expectations Oregon Department of Education Dianna Carrizales & Sara Berscheit."— Presentation transcript:
Significant Disproportionality: Information and Expectations Oregon Department of Education Dianna Carrizales & Sara Berscheit
D isproportionality O verrepresentation and
This module looks at... Defining disproportionality Why disproportionality is on the front burner IDEA 2004’s provisions Determination of “significant disproportionality” Resources for SEAs and LEAs
W hat is Disproportionality? % of students of a specific ethnicity or race In special educationIn school’s population O verrepresentation
W hat is Disproportionality? % of students of a specific ethnicity or race In special educationIn school’s population U nderrepresentation
S tatistics African-American children Twice as likely as Whites and American Indians/ Alaskan natives to be identified as having mental retardation. African-American children Half again more likely than White students to be classified with emotional disturbance.
P ost-School O utcomes Unemployed 2 years out of high school 40% African-Americans with disabilities 27% Whites with disabilities Still not employed 3-5 years out of school Arrest rate 75% African-American students 47% White 52% African-American young adults 39% White young adults
W hy? Failure of general education to educate children from diverse backgrounds Misidentification, misuse of tests Lack of access to effective instruction Insufficient resources Teachers who are less well prepared Poverty Some Hypotheses
W W hat States Must Do §300.173
D D efining “Significant Disproportionality” State determines criteria for what level of disproportionality is significant State defines for LEAs and for state in general
D D etermining “Significant Disproportionality” Is based on collection and examination of data -- -- and not on a district’s policies, procedures, or practices.
H H ow do you measure disproportionality? www.ideadata.org/docs/Disproportionality %20Technical%20Assistance%20Guide.pdf Technical Assistance Guide from U.S. Department of Education:
W W hat happens if there’s a determination of significant disproportionality?
D For D eterminations of Significant Disproportionality States must: Provide for the review and revision (if appropriate) of policies, procedures, and practices used in identification or placement of children* * Do they comply with requirements of IDEA?
Require LEAs to use 15% of Part B funds for early intervening services …particularly, but not only, for children in those groups significantly overidentified. D For D eterminations of Significant Disproportionality States must:
D For D eterminations of Significant Disproportionality The LEA must: Publicly report on the revision of policies, practices, and procedures
IDEA 2004 Disproportionality is now 1 of 3 monitoring priorities. States must monitor LEAs’ levels of disproportionality.
R eporting States must annually report under 6-year State Performance Plan (SPP) on: % of districts with DR of racial and ethnic groups that results from inappropriate identification. in special education and related services in specific disability categories
W hat Disability Categories? mental retardation specific learning disabilities emotional disturbance speech or language impairments other health impairments autism
S S ources of Technical Assistance www.nccrest.org IDEA authorizes and supports : Technical assistance Demonstration projects Dissemination of information Implementation of scientifically based research
N N CCRESt Resources Data maps. Practitioner briefs. “How-to” guides. www.nccrest.org
Oregon’s Formula for Identifying Significant Disproportionality Formula is posted online: –http://www.ode.state.or.us/schoolimprovement/accountabilit y/monitoring/sigdispthreshjust.dochttp://www.ode.state.or.us/schoolimprovement/accountabilit y/monitoring/sigdispthreshjust.doc Data Collections used: –Special Education Child Count (SECC) Total special education population; Total special education population for each primary disability; Total special education population for each federal placement –Discipline Incidents Total special education population who received long-term suspensions/expulsions –Cumulative ADM (First Period) Total student population
Important changes: Race/ethnicity reporting requirements All student-level collections are now utilizing the two-part Race/Ethnicity question: 1.Ethnicity: –Hispanic/Latino (Yes/No) 2.Race: – American Indian or Alaska Native (Yes/No) –Asian (Yes/No) –Black or African American (Yes/No) –Native Hawaiian or Other Pacific Islander (Yes/No) –White (Yes/No) Declined to Report is no longer an option –At least one Race must be reported (Yes) Multiple Races can be reported (Yes) for all collections
Important changes: Race/ethnicity reporting requirements All Race/Ethnicity reporting by ODE will be revised: –If Hispanic/Latino = Yes; Race/Ethnicity = Hispanic/Latino –If Hispanic/Latino = No, and two or more Races = Yes; Race/Ethnicity = Two or More Races –If Hispanic/Latino = No, and only one Race = Yes; Race/Ethnicity = the one Race
Helpful links Dispropotionality under IDEA: http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopical Area%2C7%2C http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopical Area%2C7%2C Technical Assistance Guide from U.S. Department of Education: www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20 Guide.pdf www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20 Guide.pdf
Contact Information Dianna.Carrizales@state.or.us –(503)947-5634