1. Data Update State of California
SPP APR 2015
State of California
11/28/2018
Data Update
Shiyloh Duncan-Becerril, Data Administrator
Special Education Division

2. Upcoming information

3. Coming your way
Final Significant Disproportionality Notifications Week of March 13
DINC Round 2 SELPA Preview March 10
DINC Round 2 District Notifications March 17
APR Indicator Reports March 6
PIR April

4. New Regulations in Significant Disproportionality

5. Current methodology Educational Environments Discipline Minimum N-size
In regular class <40%
In a Separate School
Educational Environments
Suspended or Expelled greater than 10 days
Discipline
20 in the denominator
Minimum N-size
E-formula and Alternate Risk Ratio
Calculations:
Disproportionate if out on both formulas in the same cell
The current data year and
Two of the three past data years
Identified as Disproportionate Over Time:

6. Placement settings (6 through 21)
Changes
In regular class <40%
In regular class <79% and >40%
In a Separate School
Placement settings (6 through 21)
Out of School Suspensions and expulsions 10 days or fewer
Out of School Suspensions and expulsions more than 10 days
In School Suspensions and expulsions 10 days or fewer
In School Suspensions and expulsions more than 10 days
Disciplinary removals in total
Discipline (3 through 21)

7. Changes (continued) Minimum N-size Calculations:
State Determines
20 in the denominator
10 in the numerator
Minimum N-size
May only use the Risk Ratio
Calculations:
Allows up to three consecutive prior years (at State’s discretion)
Identified as Disproportionate Over Time:
State determines that the LEA is making reasonable progress
Expands use of CEIS funds to be used for students with and without disabilities, ages 3 through grade 12.

8. What does this mean? Preliminary Analysis:
73 LEAs for Discipline (NOW 14)
33 LEAs For LRE (NOW 4)
9 LEAs For Overall Disability
154 LEAs Disability by Ethnicity (NOW 6)
Preliminary Analysis:
5 LEAs with SPED
23 LEAs with SPED
149 LEAs with SPED
42 LEAs with SPED
35 LEAs with SPED
14 LEAs with SPED -100

9. Next steps Must convene a workgroup to
Determine minimum cell size
Minimum N size
Thresholds
Determine what is reasonable progress
Examine effect on Indicators 4, 9, 10 in the APR (WILL BE BIG)
Determine staffing needs and what procedures will change to ensure effective monitoring of the increase in the number of districts

10. Other data steps… P-3 Suspension and Inclusion

11. The changes to suspension/expulsion reporting
data was collected from CALPADS alone
This helps to mirror how districts really work
This did cause an increase in the number of incidents
However we did notice a high number among preschool, Transitional Kindergarten and Kindergarten

12.
715 incidents that led to suspension/expulsion in Preschool, TK and K
313 unique children
Some children with many incidents
The majority are TK and K
CALPADS

13. Out of School Suspension was the predominate solution
This equates to 923 missed education days for these children.

14. Disproportionality?

15. What types of incidents?

16. The Case of Child T
Child T is 4 year old boy who is African American. He entered TK in August He has a Speech and Language Impairment. These are his suspensions for the school year:

17. Next Steps…. We need your help.
We will be looking at ways to align our resources around this.
We will be monitoring this.