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Significant Disproportionality: Information and Expectations Oregon Department of Education Dianna Carrizales & Sara Berscheit.

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Presentation on theme: "Significant Disproportionality: Information and Expectations Oregon Department of Education Dianna Carrizales & Sara Berscheit."— Presentation transcript:

1 Significant Disproportionality: Information and Expectations Oregon Department of Education Dianna Carrizales & Sara Berscheit

2 D isproportionality O verrepresentation and

3 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

4 W hat is Disproportionality? % of students of a specific ethnicity or race In special educationIn school’s population O verrepresentation

5 W hat is Disproportionality? % of students of a specific ethnicity or race In special educationIn school’s population U nderrepresentation

6 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.

7 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

8 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

9 W W hat States Must Do §

10 §

11 D D efining “Significant Disproportionality” State determines criteria for what level of disproportionality is significant State defines for LEAs and for state in general

12 D D etermining “Significant Disproportionality” Is based on collection and examination of data and not on a district’s policies, procedures, or practices.

13 H H ow do you measure disproportionality? %20Technical%20Assistance%20Guide.pdf Technical Assistance Guide from U.S. Department of Education:

14 W W hat happens if there’s a determination of significant disproportionality?

15 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?

16  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:

17 D For D eterminations of Significant Disproportionality The LEA must:  Publicly report on the revision of policies, practices, and procedures

18 IDEA 2004  Disproportionality is now 1 of 3 monitoring priorities.  States must monitor LEAs’ levels of disproportionality.

19 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

20 W hat Disability Categories? mental retardation specific learning disabilities emotional disturbance speech or language impairments other health impairments autism

21 S S ources of Technical Assistance IDEA authorizes and supports : Technical assistance Demonstration projects Dissemination of information Implementation of scientifically based research

22 N N CCRESt Resources Data maps. Practitioner briefs. “How-to” guides.

23 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

24 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

25 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

26 Helpful links Dispropotionality under IDEA: Area%2C7%2C Area%2C7%2C Technical Assistance Guide from U.S. Department of Education: Guide.pdf Guide.pdf

27 Contact Information –(503)


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