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Significant Disproportionality and CEIS Special Education Directors Meeting September 2010 Dr. Lanai Jennings Coordinator, Office of Special Programs.

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Presentation on theme: "Significant Disproportionality and CEIS Special Education Directors Meeting September 2010 Dr. Lanai Jennings Coordinator, Office of Special Programs."— Presentation transcript:

1 Significant Disproportionality and CEIS Special Education Directors Meeting September 2010 Dr. Lanai Jennings Coordinator, Office of Special Programs

2 What is Significant Disproportionality States must annually collect and examine data to determine if Significant Disproportionality is occurring based on race or ethnicity. Authority: Section 618(d) of the IDEA and the implementing regulations in 34 CFR §

3 What is Significant Disproportionality Data analyses by race/ethnicity must include the following: identification of children as children with disabilities; identification of children as children with a particular disability; placement of children with disabilities in particular educational settings; and the incidence, duration, and type of disciplinary actions, including suspensions and expulsions.

4 What is Significant Disproportionality Statistical results stand alone A review to determine whether the significant disproportionality is the result of inappropriate identification is not applicable SEA must require any LEA identified as having significant disproportionality in any of the four above-mentioned analysis categories to reserve the maximum amount of funds for comprehensive Coordinated Early Intervening Services (CEIS). 15% of IDEA funds

5 Defining Significant Disproportionality States have the authority to define for LEAs State determines criteria for what level of disproportionality is significant

6 How does WV define Significant Disproportionality 1.Cell size = 20 2.Relative Risk Ratios (RRR) must be greater than or equal to Placement and identification are examined 4.Discipline: type, duration, and incidence 5.Consecutive year provision

7 Additional OSP Business Rules No rounding occurs for the resultant RRR. – a RRR of does not trigger consequences for the district When fewer than 20 students in a single minority group are identified as having a disability, placement in an LRE, or assigned OSS, ISS, or total removals, the RRR is not required to be calculated – However, OSP may choose to do so to report to districts for tracking purposes.

8 SIGNIFICANT DISPROPORTIONALITY IS NOT SPP/APR INDICATORS 4B, 9, OR 10

9 Side-by-Side Comparison

10

11 Has Significant Disproportionality been identified in your district? OSP Significant Disproportionality and CEIS Resources

12 What happens when significant disproportionality is identified?

13 Require LEAs to use 15% of Part B funds for Coordinated Early Intervening Services (CEIS) …particularly, but not exclusively, for children in those groups significantly over identified. For Determinations of Significant Disproportionality States must:

14 What are Coordinated Early Intervening Services (CEIS)? 09.pdf

15 CEIS Services provided through IDEA funding for at- risk students who do not receive special education services K-12 Direct academic or behavioral interventions Professional development

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

17 Reporting Requirements CEIS is a new 618 report Two required reporting mechanisms: 1.LEA Application CEIS program description Total number of students who received CEIS during the school year Total number of students who received CEIS in prior school years and who later qualified for special education and/or related services 2.WVEISweb Intervention Screens Identifies students by WVEIS number Specify only students who received CEIS during the prior school year

18 Click Yes here (Default setting is No)

19 Why is Significant Disproportionality Important? More likely to be assigned to segregated classrooms or placements More likely to be assigned long term suspensions Have limited access to inclusive and general educational environments Experience higher dropout rates and low academic performance Often exposed to substandard and less rigorous curricula May be missclassified or inappropriately labeled Minority students

20 Why is Significant Disproportionality Important? May receive services that do not meet their needs; and Are less likely than their white counterparts to return to general education classrooms. Minority students

21 Are more likely to become dropouts or receive a certificate of attendance and/or experience – High unemployment rates – Lack of preparation for the workforce – Difficulty in gaining access to postsecondary education Why is Significant Disproportionality Important? Minority students

22 Other factors that may contribute to Significant Disproportionality: Language Intrinsic deficits Child poverty & associated risk factors Assumptions about intelligence Wait-to-fail model Research to practice gap


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