1. Significant Disproportionality Symptoms, Remedies and Treatments

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3. Significant Disproportionality How do you get it? What are your symptoms? How do you get rid of it? 3

4. Significant Disproportionality IDEA 20 U.S.C § 1418(d) IDEA 20 U.S.C § 1413(f) 4

5. Significant Disproportionality Based on race and ethnicity, the:  identification of children with disabilities;  identification of children with particular impairments;  incidence, duration, and type of disciplinary actions  placement of children with disabilities in particular educational settings; 5

6.  Autism Spectrum Disorder  Cognitive Impairment  Emotional Impairment  Other Health Impairment  Specific Learning Disability  Speech & Language Impairment 6

7.  African American  American Indian  Asian  Hispanic  White  Native Hawaiian or Other Pacific Islander  Two or More Races 7

8. Significant Disproportionality Data Sources  Identification and Ed Settings  MSDS Fall 2012 and Fall 2013  Discipline  MSDS 2012-2013 School Year suspensions /expulsions 8

9. Significant Disproportionality Identification and Ed Settings Risk Ratios For two years:  Weighted Risk Ratio, Alternate Risk Ratio, Risk Ratio > 3.0  Operating District or Resident District 9

10. Significant Disproportionality Discipline Risk Ratios For one year: WWeighted Risk Ratio, Alternate Risk Ratio or Risk Ratio > 3.0 OOperating District Only OOut of School +10 days OOut of School 2-10 days IIn-School +10 days IIn-School 2-10 days 10

11. Significant Disproportionality Check your data! 11

12. Significant Disproportionality Annual opportunities/reminders to check your data. June – Quality data message from CEPI about discipline data. Discipline data reports available in MSDS all year long. August – Significant Disproportionality warning letters (for Ed Settings and Identification only) in CIMS workbooks. 12

13. FEDERAL REQUIREMENTS 13

14. Federal requirements Review policies, procedures, and practices. Publicly report any policies, procedures or practices that are changed. Coordinated Early Intervening Services (CEIS) 14

15. Coordinated Early Intervening Services (CEIS) It is the intent of CEIS that districts have the flexibility to use IDEA and Elementary and Secondary Education Act (ESEA) funds in a coordinated manner in order to provide equitable services across districts for students with unique needs. 15

16. CEIS  General Education Initiatives  K-12 but emphasis on K-3  Academic or Behavioral Support  Professional Development 16

17. CEIS Any district that receives IDEA funds must reserve 15% of the Section 619 (preschool)/Section 611 (flowthrough) funds for coordinated early intervening services. 17

18. CEIS If 619 funds are used for CEIS, then those activities supported with the 619 amount may ONLY be used for kindergarten activities (not preschool). 18

19. CEIS  Program Design  Who:  Realistic # of students to be served  General Education At-Risk Students  State specific target group  What:  What will money be spent on? e.g. professional development or staff salary, etc.. 19

20. CEIS The Target Population: General Education At-Risk Students Activity: Purchasing Supplies Activity : Professional Development Activity : Hiring Staff Activity : Purchasing Programs Activity : Purchasing Technology 20

21. CEIS Identify students for one-year CEIS activities Maintain database for three (3) years for identified student population that received benefit from CEIS 21

22. CEIS # of students receiving CEIS services implementation year Year 1 How many subsequently were identified? Year 2 How many subsequently were identified? Year 3 How many subsequently were identified? 22

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24. Significant Disproportionality District participates in a CEIS review:  Is district doing what they said they were going to do?  Is district on track to spend money? 24

25. Significant Disproportionality Informational Webcast on Coordinated Early Intervening Services posted at OSE website: http://www.michigan.gov/mde/0,4615,7 -140-6530_6598_8391-287354--,00.html 25

26. Significant Disproportionality Review your data! –Discipline Data Reports available within MSDS. –Warning letters sent annually in August CIMS workbook. (Identification and Educational Settings ONLY) Make changes as needed! 26

27. Graduation/Dropout Achievement Suspension Why it Matters ? 27

28. QUESTIONS 28

29. Contact Information CEIS questions contact Deb Maurer at maurerd@michigan.gov or 517-373-7062 maurerd@michigan.gov Data questions contact Nick Thelen at thelenn1@michigan.gov or 517-241-4418 thelenn1@michigan.gov Julie Trevino at trevinoj1@michigan.gov or 517-241-0497trevinoj1@michigan.gov 29