RaceEthnicity Proportionality

1
Race-Ethnicity Proportionality

• Proportionality in the Special Education
  Population, by Race-Ethnicity, in Alaskan Public
  Schools

Juenau, AK October 27 and 28, 2008
2
From IDEA 2004 Monitoring Priorities

• FAPE in the LRE
• General Supervision
• Disproportionality

3
IDEA 2004 Disproportionality

• 300.173 States must have policies and
  procedures designed to prevent inappropriate
  identification and disproportionate by race and
  ethnicity of children with disabilities including
  children with disabilities with particular
  impairments

300.600 Disproportionate Representation
300.646 Significant Disproportionality
4
IDEA 2004 Disproportionality
300.600 Disproportionate Representation
300.646 Significant Disproportionality
States must determine if significant
disproportionality based on race and ethnicity is
occurring in the State and LEAs with respect to
States must monitor LEAs in the priority areas
Disproportionate representation of racial and
ethnic groups in special education and related
services to the extent the representation is the
result of inappropriate identification.

• Identification of children with disabilities in
  accordance with particular impairments, or
• Placement in particular educational settings,
  or
• Incidence, duration and type of disciplinary
  actions

5
IDEA 2004 Disproportionality
300.600 Disproportionate Representation
300.646 Significant Disproportionality
Identify LEAs with disproportionate representation
Require LEAs with significant disproportionality
to reserve 15 of funds for Early Intervening
Services
Of those LEAs identify the number where the
disproportionate representation is the result of
inappropriate identification (indicators 9 and 10)
6
IDEA 2004 Disproportionality
300.600 Disproportionate Representation
300.646 Significant Disproportionality
1. Identify LEAs with disproportionate
representation
Require LEAs with significant disproportionality
to reserve 15 of funds for Early Intervening
Services
2. Of those LEAs identify the number where the
disproportionate representation is the result of
inappropriate identification (indicators 9 and 10)
7
State Performance Plan Part B Indicators 9 and
10Disproportionality Analysis

• Percent of districts with disproportionate
  representation of racial and ethnic groups in
  special education and related services (and in
  specific disability categories ) that is the
  result of inappropriate identification (20
  U.S.C. 1416(a)(3)(C))

8
Step 1 What are the districts with
disproportionate representation in Alaska?
Step 2 Of those, in which ones
disproportionality representation is the result
of inappropriate identification?
9
Step 1 What are the districts with
disproportionate representation in Alaska?

• Calculation method
• Risk Ratio
• Districts where the risk ratio for any race
  ethnicity, and disability category, was 3 or
  higher or 1/3 or lower were considered to have
  disproportionate representation in Alaska

10
Native American
African American
White
100
100
100
20
8
12
20
8
12

Risk
20/100
(12 8)
(100 100)

Risk Ratio

2
20
10
11
Step 1 What are the districts with
disproportionate representation in Alaska?
of School Districts with Risk Ratio greater
than 3 (Indicator 9)
12
Step 2 Of those, in which ones
disproportionality representation is the result
of inappropriate identification?

• Eliminate from analysis SDs with cell sizes
  smaller than 10.
• - For 2007/08, only 1 district meets criteria
  for disproportionate representation for indicator
  9

b) For this district, review sample of files and
verify eligibility requirements in identification
process.
13
Indicator 9
Disproportionate representation
over-representation Disproportionate
representation under-representation District
considered for review based on states criteria
14
Indicator 10
Disproportionate representation
over-representation Disproportionate
representation under-representation District
considered for review based on states criteria
15
Corrective Action

• Require LEA to correct the noncompliance,
  including revising deficient policies,
  procedures, and practices

16
Eligibility in the Regulations

• 300.8 Child with a disability as evaluated in
  accordance to
• 300.304 through 300.311
• 300.306 Determination of Eligibility

Juneau, AK October 29-30, 2007
17
300.306 Determination of Eligibility

• (b) Special rule for eligibility determination.
  A child must not be determined to be a child with
  a disability under this part
• (1) If the determinant factor for the
  determination is --

Juenau, AK October 29-30, 2007
18
(1) If the determinant factor for the
determination is --

• Lack of appropriate instruction in reading,
  including the essential components of reading
  instruction (as defined in section 1208(3) of the
  ESEA)
• Lack of appropriate instruction in math or
• Limited English proficiency and

(2) If the child does not otherwise meet the
eligibility criteria under 300.8(a)
19
ESEA Section 1208(3)

• Section 1208(3) of the ESEA states the term
  essential components of reading instruction'
  means explicit and systematic instruction in (A)
  phonemic awareness (B) phonics (C) vocabulary
  development (D) reading fluency, including oral
  reading skills and (E) reading comprehension
  strategies.

20
Eligibility in the Regulation

• 300.306 Determination of Eligibility

Juenau, AK October 29-30, 2007