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Disproportionality and the Family-School Connection Barbara Leach, Family Support Network of North Carolina Teresa Dais, Ph.D., NC Department of Public.

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Presentation on theme: "Disproportionality and the Family-School Connection Barbara Leach, Family Support Network of North Carolina Teresa Dais, Ph.D., NC Department of Public."— Presentation transcript:

1 Disproportionality and the Family-School Connection Barbara Leach, Family Support Network of North Carolina Teresa Dais, Ph.D., NC Department of Public Instruction

2 Not everything that is faced can be changed, but nothing will change until it is faced. James Baldwin

3 Schools and families cannot work in isolation if we are truly committed to embarking on a journey toward improving educational outcomes for all students. Schools, families, communities… we are in this together.

4 Disproportionality Defined Disproportionate Representation (or disproportionality) includes both over and under representation of minorities in special education and programs for students who are academically or intellectually gifted.

5 Disproportionality Defined The number of students in a particular racial/ethnic category identified for special education is disproportionate to the number of that group in the school population. The number of students in a particular racial/ethnic category identified for special education is disproportionate to the number of that group in the school population. Membership in a given group affects the probability of being placed in a specific special education disability category. Membership in a given group affects the probability of being placed in a specific special education disability category.

6 Why Partner with Parents? They are their children’s first teachers They are their children’s first teachers They have critical information that inform the assessment/placement process They have critical information that inform the assessment/placement process They help create culturally responsive learning environments They help create culturally responsive learning environments They promote culturally competent practices by both staff and system They promote culturally competent practices by both staff and system

7 Partnering with Families to Address Disproportionality What is currently happening in NC Public School Systems to Partner with Families? Legislation What is currently happening in NC Public School Systems to Partner with Families? Legislation No Child Left BehindNo Child Left Behind Title ITitle I Special Education/IDEASpecial Education/IDEA Other State and Federal PoliciesOther State and Federal Policies Raising Achievement/Closing Gaps Raising Achievement/Closing Gaps

8 Parent Involvement Definition Active support and participation of parents in activities at home and/or school to promote a child’s academic success Active support and participation of parents in activities at home and/or school to promote a child’s academic success Home-based ActivitiesHome-based Activities Encouragement Encouragement Homework assistance Homework assistance School-based ActivitiesSchool-based Activities Board and Committee Memberships Board and Committee Memberships Volunteers Volunteers

9 Examples of Parent Involvement Being supportive to your children Being supportive to your children Communicating with teachers Communicating with teachers Attending teacher conferences Attending teacher conferences Supporting teachers Supporting teachers Keeping parent/teacher lines of communication open Keeping parent/teacher lines of communication open Attending after-school functions Attending after-school functions Asking and showing interest in what your child learned Asking and showing interest in what your child learned Participating in parent groups and councils Participating in parent groups and councils Volunteering Volunteering Advocating Advocating

10 Parent Involvement Relationships are the Key

11 Barriers to Parent Involvement Job Job Transportation Transportation Language Barriers Language Barriers Teacher/Parent Intimidation Teacher/Parent Intimidation Unwelcome Classrooms Unwelcome Classrooms Not Comfortable with Teacher Not Comfortable with Teacher Lack of Communication Lack of Communication

12 Strategies that Increased Parent Involvement in NC Recognition by School Personnel Recognition by School Personnel Friendly Encouragement and Assistance from School Friendly Encouragement and Assistance from School Advanced Notice of Upcoming Events Advanced Notice of Upcoming Events School Activities that Promote Cultural Awareness School Activities that Promote Cultural Awareness Activities Scheduled to Accommodate Varied Work Hours of Parents Activities Scheduled to Accommodate Varied Work Hours of Parents

13 Family Involvement Efforts in North Carolina NC State Improvement Plans NC State Improvement Plans LEA Continuous Improvement Performance Plans LEA Continuous Improvement Performance Plans Communities in Schools Programs Communities in Schools Programs Parent Liaisons with specific school systems Parent Liaisons with specific school systems NC Disproportionality Task Force NC Disproportionality Task Force Family Support Network of NC and Other Family Advocacy Organizations Family Support Network of NC and Other Family Advocacy Organizations

14 The NC Disproportionality Task Force State Level Collaborative Team State Level Collaborative Team Partnership with NCCRESt Partnership with NCCRESt — National Center for Culturally Responsive Educational Systems — Assist State in making parents and communities aware of NC State Performance Plan Indicators 9 & 10 (IDEA) Assist State in making parents and communities aware of NC State Performance Plan Indicators 9 & 10 (IDEA) Provide guidance and information to school systems’ Collaborative Team Provide guidance and information to school systems’ Collaborative Team

15 State Performance Plan/Annual Performance Report (SPP/APR) States are required to examine inappropriate identification of racial and ethnic groups in special education. States and school districts are required to develop a plan to correct the areas of concern.

16 Significant Disproportionality Any level of disproportionality is a red flag and will be addressed; In North Carolina, interventions will be determined based on the severity of disproportionality in each school district.

17 RISKRATIORISKRATIO LEVELS OF SIGNIFICANCE < 1 Letter 1 to < 3 Desk Audit ≥ 3 Focused Record Review Professional Development Technical Assistance State, Regional & Local Monitoring Staff SEA Staff LEA-Level Disproportionality Task Force Continuous Improvement Performance Plan Associate Superintendent Curriculum and School Reform Services

18 North Carolina’s Goal All school systems will have 0 percent disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (Federal Requirement)

19 Utilize Partnership with NCCRESt Utilize Partnership with NCCRESt Provide NC Disproportionality Task Force with Professional Development and Technical Assistance to help raise awareness across the State Provide NC Disproportionality Task Force with Professional Development and Technical Assistance to help raise awareness across the State Provide LEA Collaborative Teams with Professional Development and Technical Assistance to help raise awareness in schools Provide LEA Collaborative Teams with Professional Development and Technical Assistance to help raise awareness in schools Ensure NC Disproportionality Task Force and LEA Collaborative Teams are aware of NCDPI’s Promising Practices Ensure NC Disproportionality Task Force and LEA Collaborative Teams are aware of NCDPI’s Promising Practices What can NCDPI do?

20 Positive Behavior Support Positive Behavior Support Instructional Consultation Instructional Consultation Response to Intervention/ Problem Solving Response to Intervention/ Problem Solving Model Model Reading/Writing & Math Best Practice Sites Reading/Writing & Math Best Practice Sites Early Literacy Best Practice Sites Early Literacy Best Practice Sites Project Bright Idea (AIG) Project Bright Idea (AIG) NCDPI Promising Practices

21 What Can Families Do? Be better informed Be better informed Get more involved Get more involved Continue to volunteer Continue to volunteer Inquire about the schools’ disproportionality data and its plan for improvement Inquire about the schools’ disproportionality data and its plan for improvement Participate in school activities Participate in school activities Support your children Support your children Participate in all meetings regarding your children Participate in all meetings regarding your children Ask for assistance & guidance Ask for assistance & guidance Never give up! Never give up!

22 What can Businesses and Communities Do? Be better informed Be better informed Get more involved Get more involved Continue to volunteer Continue to volunteer Inquire about the school district’s disproportionality data and its plan for improvement Inquire about the school district’s disproportionality data and its plan for improvement

23 Children who are treated as if they are uneducable almost invariably become uneducable. Kenneth B. Clark Dark Ghetto, 1965


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