Cesa 12 disproportionality grant 2005 06
Download
1 / 21

CESA 12 Disproportionality Grant 2005-06 - PowerPoint PPT Presentation


  • 186 Views
  • Uploaded on

CESA 12 Disproportionality Grant 2005-06 . Funds Provided by WI Department of Public Instruction Discretionary Grant. What is Disproportionality?.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'CESA 12 Disproportionality Grant 2005-06' - shawna


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Cesa 12 disproportionality grant 2005 06 l.jpg

CESA 12 Disproportionality Grant 2005-06

Funds Provided by WI Department of Public Instruction Discretionary Grant


What is disproportionality l.jpg
What is Disproportionality?

  • “Disproportionality” is a term used to refer to over identification or overrepresentation of the number of students of a particular ethnic or racial group in any area of education.

  • Disproportionality in special education has been considered one of the most significant challenges faced nationwide in the past few decades.


Requirements from idea 2004 l.jpg
Requirements from IDEA 2004

  • States must determine if significant disproportionality is occurring with respect to:

    • The identification of children as children with disabilities and in accordance with a particular impairment.

    • Their placement in particular educational settings.

    • The incidence, duration and type of disciplinary actions.



Post graduation plans district x l.jpg

Native Americans

% Going to 2 or 4-year college

34.7% in 2000-01

50% in 2001-02

40% in 2002-03

% Going to employment, job training or military

52.2% in 2000-01

0% in 2001-02

0% in 2002-03

Non-Native American

% Going to 2 or 4-year college

64.9% in 2000-01

63.4% in 2001-02

62.4% in 2002-03

% Going to employment, job training or military

21.2% in 2000-01

9.6% in 2001-02

2.8% in 2002-03

Post-Graduation Plans--District X


Post graduation plans district x6 l.jpg

Native Americans

% stating “miscellaneous plans” (including undecided)

13% in 2000-01

50% in 2001-02

60% in 2002-03

Non-Native American

% stating “miscellaneous plans” (including undecided)

13.9% in 2000-01

26.9% in 2001-02

34.8% in 2002-03

Post-Graduation Plans--District X


Post graduation plans district z l.jpg

Native Americans

% Going to 2 or 4-year college

55% in 2000-01

60% in 2001-02

64.7% in 2002-03

% Going to employment, job training, or military

10% in 2000-01

8% in 2001-02

0% in 2002-03

Non-Native American

% Going to 2 or 4-year college

87.6% in 2000-01

85.7% in 2001-02

71.4% in 2002-03

% Going to employment, job training, or military

0% in 2000-01

0% in 2001-02

7.1% in 2002-03

Post-Graduation Plans-District Z


Post graduation plans district z8 l.jpg

Native Americans

% Stating “miscellaneous plans” (including undecided)

35% in 2000-01

32% in 2001-02

35.3% in 2002-03

Non-Native American

% Stating “miscellaneous plans” (including undecided)

12.5% in 2000-01

14.3% in 2001-02

21.4% in 2002-03

Post-Graduation Plans-District Z


Native american educational issues l.jpg
Native American Educational Issues

  • Macroculture emphasizes competition and individual achievement, Native American culture stresses cooperation, collaboration, and group achievement


Assessment learning and native family involvement issues l.jpg
Assessment, Learning and Native Family Involvement Issues

  • Due to unique learning styles of NATIVE American Indian children, their learning styles often mistaken as a learning disability

  • These learning styles suggests teachers should employ different teaching methods

  • Discussed ways of working with Native American Indian families to assist them in understanding the cultural values of the Native American Indian student


Native american educational issues cont l.jpg
Native American Educational Issues, cont.

  • Dominant culture uses words as primary mode of communication, Native American students are more likely to express themselves through actions


Native american educational issues cont12 l.jpg
Native American Educational Issues, cont.

  • These cultural differences can affect a student’s ability to conform to the expectations of the school.

  • Family or cultural expectations for child behavior may differ from the expectations of the educational setting


Assessing and dealing with behavioral issues l.jpg
Assessing and Dealing with Behavioral Issues

  • Discussed various needs of Native American Indians and what can be done to handle discipline

  • Range of responses is varied and careful evaluations must be completed


Native american educational issues cont14 l.jpg
Native American Educational Issues, cont

  • Identification of a child within his or her peer group may be more important than the selection or recognition as an individual, thus inhibiting performance


Native american educational issues cont15 l.jpg
Native American Educational Issues, cont.

  • Cultural and family expectations for verbal interactions with adults may be contradictory to teacher expectations


Community resource mapping l.jpg
Community Resource Mapping

  • A SYSTEM-BUILDING method that links community resources with an agreed-upon vision, organizational goals, strategies, and/or expected outcomes.


Need for community mapping l.jpg

Poor post school outcomes for youth with disabilities

Low levels of access to and participation in postsecondary education and training

Substantial levels of unemployment and underemployment

Increased dependency

Need for Community Mapping


Community resource mapping18 l.jpg
Community Resource Mapping

  • Focuses on assets

  • Builds relationships

  • Works across boundaries--includes all agencies involved--horizontal leadership

  • Aligns systems and services

  • Long-term; not a quick-fix


Mapping l.jpg
Mapping

  • Starting with team members “at the table,” identify resources in your community to reach your goal

  • Agencies should provide this information:

    • Purpose/Clients

    • Activities/Services

    • Partners

    • Expected Outcomes

    • Other


Mapping continued l.jpg
Mapping, Continued

  • Determine Gaps and Overlaps in services--and how they impact your service delivery system and outcomes.

  • What needs to be done to address the gaps/overlaps?

  • Gaps and overlaps may occur in services and supports, partners, youth populations served, funding sources, data collection efforts, etc.


Slide21 l.jpg

Thank You!

Tom Potterton, Special Education and

Regional Service Network Director

CESA 12

[email protected]


ad