slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Addressing the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education PowerPoint Presentation
Download Presentation
Addressing the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education

Loading in 2 Seconds...

play fullscreen
1 / 45

Addressing the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education - PowerPoint PPT Presentation


  • 390 Views
  • Uploaded on

Addressing the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education 2008-2009 SPR&I Regional Training Goals for today:

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 'Addressing the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education' - jana


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
slide1

Addressing the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education

2008-2009 SPR&I Regional Training

goals for today
Goals for today:
  • Review indicators B4, 9 & 10 and the process used to determine Significant Discrepancy and Disproportionate Representation due to Inappropriate Identification
    • Significant discrepancy versus disproportionate representation
    • Required response if flagged for B4, 9, 10
  • Review worksheet content (9 & 10 only)
    • Focus on data analysis
    • Removing ambiguity in the referral – eligibility process
  • Review P to P content
    • Focus on file review – compliance
    • Articulating practice
    • Team exercise/discussion
  • Corrective Action Planning (CAP)
    • Elements of an effective plan
indicator b4 discipline
Indicator B4: Discipline
  • Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year.
  • Significant discrepancy is defined as:
    • a rate of suspension/expulsion of greater than 10 days based on chi-square analysis and/or a≥1% suspension/expulsion rate of special education students within a district and
    • District must have at least 10 students in their SECC
    • and not justified by unique district characteristics
purpose of b4
Purpose of B4
  • Ensure FAPE for all students with disabilities by:
    • Reducing ambiguity of discipline procedures across the district
    • Address academic and behavior support needs to assist a student in the LRE
iep team iep team considerations and special factors
IEP Team & IEP Team Considerations and Special Factors
  • 581-015-2210 - IEP Team
    • (4)The regular education teacher of the child must participate as a member of the IEP team, to the extent appropriate, in the development, review, and revision of the child's IEP, including assisting in the determination of:
    • (b) Appropriate positive behavioral interventions and supports, and other strategies for the child.
  • 581-015-2205 - IEP Team Considerations and Special Factors
    • (3) In developing, reviewing and revising the IEP of children described below, the IEP team must consider the following additional special factors:
    • (a) For a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to address that behavior;
disciplinary removals of more than 10 school days pattern or consecutive
Disciplinary Removals of More than 10 School Days (Pattern or Consecutive)
  • 581-015-2415
    • (3) Manifestation determination. Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the school district must determine whether the child's behavior is a manifestation of the student's disability in accordance with OAR 581-015-2420.
    • (4) Manifestation. If the determination under subsection (3) is that the child's behavior is a manifestation of the child's disability, the school district must:
      • (a) Return the child to the placement from which the child was removed, unless…

AND

disciplinary removals of more than 10 school days pattern or consecutive7
Disciplinary Removals of More than 10 School Days (Pattern or Consecutive)
  • 581-015-2415 (cont)
      • (b) Either:
        • (A) Conduct a functional behavioral assessment, unless the school district conducted a functional behavioral assessment before the behavior occurred that prompted the disciplinary action, and implement a behavior intervention plan; or
        • (B) If the student already has a behavior plan, review the behavioral intervention plan and modify it, as necessary, to address the behavior.
2006 2007 b4 activities
2006-2007 B4: Activities
  • 38 Districts were flagged in 2006-2007
  • OSEP required revision to ODE’s process for determining “Significant Discrepancy”
  • As a consequence of that finding, ODE held a Policy to Practice (P to P) review with all 38 districts
  • Following the P to P, ODE mailed a letter to each district with required actions to be addressed in a corrective action plan (CAP)
what was learned
What Was Learned?
  • District special education personnel need to verify discipline data submitted to ODE
  • Districts need discipline data collection system that captures low and high level discipline data
  • It is important to review and disseminate district policies on discipline for children with disabilities to all staff at least annually
  • Ensure appropriate implementation of discipline policies and procedures
b4 next steps
B4:Next Steps
  • 07-08
    • Flagged districts will need to verify data accuracy including access to services for students suspended/expelled beyond 10 days
    • Flagged districts will need to complete policy to practice review
    • After policy to practice review districts will need to complete CAP based on ODE’s feedback
  • Process:

After policy to practice review, District completes Corrective Action Plan (CAP)

ODE conducts policy to practice review with districts identified with Significant Discrepancy

Rejected CAPs are revised by district until approved by ODE

Districts not meeting threshold are identified with Significant Discrepancy

District submits Discipline Data

ODE approves or rejects CAP

ODE applies threshold

slide11

ODE required actions district must take:

1. Verify discipline data prior to submission.

For indicator B4, districts will need to do a corrective action plan after completing a policy to practice review that addresses required actions from ODE.

general guidelines for corrective action plans
General Guidelines for Corrective Action Plans

Activities should be:

  • Observable
  • Measurable
  • Actionable
  • Realistic

Activities should include:

  • Timelines
  • Responsibility assignment
  • Technical assistance needs

Activities should align with larger district-wide improvement plan

example ode recommendation
Example ODE Recommendation:
  • Ensure the accurate and timely collection, analysis, review by district special education director, and reporting of suspension/expulsion data for students with disabilities.

District CAP

  • District describes a clear process for review and approval by the special education director prior to data submission in June.
    • Process includes: dates and names of individuals involved in the process
    • District provides a statement assuring that special education director reviewed and approved the data prior to submission
    • Assures the same process is being used this year
example ode recommendation14
Example ODE Recommendation:
  • Ensure IEPs are developed and implemented to support the academic and behavioral needs of students eligible under IDEA.

District CAP

  • District describes process in which they use an appropriate data (that tracks and summarizes low and high level behaviors) to identify if students on IEPs demonstrate a “pattern” of behavioral difficulties.
    • AND
  • For those students, with both low and high level “patterns” of behavioral difficulty, district states that a Functional Behavioral Assessment (FBA) was conducted
    • AND
  • A Positive Behavioral Intervention Plan exists
b4 next steps continued
B4:Next Steps Continued
  • FFY 2007 APR and 08-09 data
    • Revise measure for indicator for next APR submission due to inability to use worksheet content
    • Striving for balance in accountability and not being overly burdensome
    • One approach is to use a risk ratio similar to how indicators B9 and B10 are examined
idea regulations
IDEA: Regulations
  • Require policies and procedures.
    • The State must have in effect, consistent with the purposes of 34 CFR Part 300 and with section 618(d) of the Act, policies and procedures designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children as children with disabilities, including children with disabilities with a particular impairment described in 34 CFR 300.8 of the IDEA regulations. [34 CFR 300.173] [20 U.S.C. 1412(a)(24)]
  • Require collection and examination of data regarding disproportionality.
    • Special education
    • Special education by disability type
    • Suspension and Expulsion (Discipline)
    • LRE
  • Establish requirements for review and revision of policies, practices and procedures.
  • Require States to disaggregate data on suspension and expulsion rates by race and ethnicity.
  • Require States to monitor their LEA's to examine disproportionality.
idea state performance plan and annual performance report
IDEA: State Performance Plan and Annual Performance Report
  • Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.
  • Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.
purpose of b9 b10
Purpose of B9 & B10
  • Reduce inappropriate referrals to special education by:
    • Addressing general education instruction and intervention polices and practices
    • Addressing variability in referral rates by race/ethnicity
    • Addressing variability in evaluation process
slide19

Quality Instruction in

General Education

Gen Ed Academic

Interventions: SWRTI

Eligibility

Disproportionality

Gen Ed Behavioral

Interventions:

SWPBS

Evaluation

Child Find, Referral

slide20

July 08

    • Districts continue to submit evidence of correction for 07-08 and 08-09 noncompliance
  • ODE working on final determinations including correction of 07-08 noncompliance
  • June 09
    • Districts continue to submit evidence of correction for 07-08 and 08-09 noncompliance
  • Aug. 08
    • ODE disseminates Final Determinations

July

  • Sept. 08
    • Districts submit evidence of correction for 06-07 noncompliance until 100% compliant
  • May 09
    • Districts continue to submit evidence of correction for 07-08 and 08-09 noncompliance
    • Districts revise rejected improvement plans and CAPs
  • 08-09 data populated for B5, 9 & 10 reports

August

June

September

May

  • Oct. 08
    • Districts submit evidence of correction for 06-07 noncompliance until 100% compliant
    • SPR&I Annual Trainings
    • ODE populates reports for B1-2, 3, 4, 5, 9, 10 & 11 with 07-08 data
    • 08-09 PCR report opens for submission
    • ODE populates B1-2 report with 07-08 data

2008-2009

  • April 09
    • Districts submit evidence of correction for 07-08 and 08-09 noncompliance
  • ODE approves/rejects district improvement plans and CAPs

Annual APR Indicator and PCR Cycle

April

October

  • March 09
    • CC verify 08-09 PCR submission
  • Improvement Plan due end of month for B1-2, 3, 5, & 11 based on 07-08 data
  • CAPs due for B4, 9 & 10 (if required)
  • Districts to verify public report card data
  • Nov. 08
    • Districts submit evidence of correction for 06-07 noncompliance until 100% compliant
    • Worksheets due for B5, 9 & 10 based on 07-08 data
    • Policy to practice reviews for B4 (if required)
    • Districts continue submitting 08- 09 PCR data

March

November

  • Feb. 09
    • APR due to OSEP
    • District 08-09 PCR data due end of month

February

December

  • Jan. 09
    • Districts continue submitting 08-09 PCR data
  • Districts begin Improvement Plan for B1-2, 3, 5 & 11 based on 2007-2008 data (if required)
    • Districts begin Corrective Action Plans for B4, 9 & 10 based on 2007-2008 (if required)

January

  • Dec. 08
    • Policy to practice reviews for B9 & 10 (if required)
    • Districts continue submitting 08-09 PCR data
indicator b9 disproportionate representation in special education

Districts with Disproportionate Representation complete Corrective Action Plan

Rejected CAPs are revised by district until approved by ODE

Flagged districts complete worksheet by due date

ODE conducts policy to practice review for unjustified districts

District submits SECC Data

ODE applies threshold

Districts not meeting thresholds are Flagged in SPR&I

ODE justifies district based on worksheet

Based on policy to practice review, ODE determines if Disproportionate Representation due to inappropriate identification exists

ODE approves or rejects CAP

Indicator B9: Disproportionate representation in special education
  • Measure:
    • The percentage of IDEA eligible students disaggregated by race/ethnicity differs by +/- 20% from the percentage of all students within the district disaggregated by race/ethnicity in at least one race/ethnic category
    • Weighted Risk Ratio analysis shows a value >2.0 or

< 0.25 in the same race/ethnic category; and,

    • There are at least 10 IDEA eligible students in the same race/ethnic category in special education.
  • Process:
slide22

5.83 > 20% diff(2.60*1.20 = 3.12) = Over-representation &

5.83 < -20% diff(2.60*.8 = 2.08) ≠ Under-representation

b10 disproportionate representation by disability type

Districts with Disproportionate Representation complete Corrective Action Plan

Rejected CAPs are revised by district until approved by ODE

Flagged districts complete worksheet by due date

ODE conducts policy to practice review for unjustified districts

District submits SECC Data

ODE applies threshold

Districts not meeting thresholds are Flagged in SPR&I

ODE justifies district based on worksheet

Based on policy to practice review, ODE determines if Disproportionate Representation due to inappropriate identification exists

ODE approves or rejects CAP

B10: Disproportionate representation by disability type
  • Measure:
    • The percentage of IDEA eligible students disaggregated by race/ethnicity and disability category differs by +/- 20% from the percentage of all students within the district disaggregated by race/ethnicity in at least one race/ethnic and disability category
    • Weighted Risk Ratio analysis shows a value >2.0 or <0.25 in the same race/ethnic category and disability category; and,
    • There are at least 10 IDEA eligible students in the same race/ethnic category and disability type.
  • Process:
slide26

1.21 > 20% diff(.56*1.20 = .67)= Over-representation &

1.21 < -20% diff(.56*.8 = .45) ≠ Under-representation

child find and referral
Child Find and Referral
  • Policies and Procedures for Child Find, Referral and Identification (34 CFR §300.111; OAR 581-015-2080)
    • General Education Intervention and Problem Solving Process
  • Administrative Oversight
    • General Education Interventions and Supports
    • Bilingual Considerations
    • Referral
evaluation eligibility
Evaluation & Eligibility
  • Evaluation (34 CFR §300.201; OAR 581-015-2105)
    • Assessment Tools and Strategies
  • Eligibility (34 CFR §§ 300.301 through 300.311; OAR 581-015-2120)
    • Eligibility Decision Making Process
b9 10 worksheet purpose and expectations
B9 & 10 Worksheet: Purpose and Expectations
  • Focus on Data Analysis: Pre-referral, Referral, Evaluation/Eligibility
    • Referral and placement data disaggregated by ethnicity, primary disability, socio-economic status
    • New students to special education – where were they coming from?
    • Least Restrictive Environment
    • Suspension, expulsion, attendance and high school completion
    • Transfer students
b9 10 policy to practice purpose and expectations
B9 & 10 Policy to Practice: Purpose and Expectations
  • Focus on Compliance: Pre-referral, Referral, Evaluation/Eligibility
    • Review Indicator reports in SPR&I.
    • Review the worksheet submitted for Indicator.
    • Review original files (initial referral, most recent evaluation, and IEP) for 10% of the students in special education who are included in the potentially disproportionate representation group(s).
    • Complete step one based on district policies and procedures.
    • Complete step two based on the sample of files reviewed.
    • Submit these completed document(s) to the ODE using the SPR&I upload process.
slide31

ODE is able to provide feedback and will reject or approve CAP once it is submitted.

Rejected CAPs will need to be resubmitted until approved.

ODE required actions district must take:

1. Collect and analyze pre-referral data by race/ethnicity.

Districts will need to do a corrective action plan after completing a policy to practice review that addresses required actions from ODE.

Revised CAP now contains separate text boxes for each content area.

general guidelines for corrective action plans32
General Guidelines for Corrective Action Plans

Activities should be:

  • Observable
  • Measurable
  • Actionable
  • Realistic

Activities should include:

  • Timelines
  • Responsibility assignment
  • Technical assistance needs
slide34

Equitable use of general education prevention/intervention efforts and accurate referral and proper identification

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Academic Achievement and Behavior

slide35
Data

Critically examine your district data and provide your schools with their own data to discuss

Overall S.E. prevalence rate

Percentage of students in S.E. by ethnic group

Risk Ratios

S.E. referral and placement rates

Referral and placement (LRE) data disaggregated by ethnicity, primary disability, socio-economic status

Discipline

Graduation/Drop-Out

Transfer students

New students to special education – where are they coming from?

slide37
Percent of Students in each Ethnicity Receiving Special Education Services out of the Total District Ethnicity Population (B9 Example)
slide38

Percent of Students Receiving Special Education Services Compared to Percent of Students in District by Ethnicity for Mental Retardation (B10 Example)

slide39

Percent of Special Education Students Suspended/Expelled for more than 10 Days Compared to Percent of Students in District by Ethnicity (B4 Example)

systems
Admin Leadership

Team-based implementation

Defined commitment

Allocation of FTE

Budgeted support

Development of decision-driven information system

Systems
planning and practices
Develop a multi-year, comprehensive improvement plan that addresses all facets of disproportionality

Professional development

Define expectations

Teach expectations

Monitor

Use information for decision-making

Planning and Practices
suggested resources
Suggested Resources
  • IDEA: Building the Legacy of IDEA 2004: http://idea.ed.gov/
    • Disproportionality Module
  • National Center for Culturally Responsive Educational Systems (NCCRESt): http://www.nccrest.org/
  • National Center on Response to Intervention: http://www.rti4success.org/
  • National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS): http://www.pbis.org/main.htm
  • State Implementation of Scaling-up Evidence-based Practices (SISEP) Center: http://sisep.fmhi.usf.edu/
  • Oregon RtI: http://www.ode.state.or.us/search/page/?id=315
  • Oregon PBS: http://www.ode.state.or.us/search/page/?=553