Title: Responding to Special Education Disproportionality
1 Responding to Special Education
Disproportionality
- A Work Session for Newly Identified School
Districts - Presenter
- Jack Jorgensen
- 8-4-08
2Special Education Disproportionality
- Looking for answers to complex questions
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4Presentation Topics
- Special education disproportionality defined
- Providing a context framing the problem
- One districts story the Madison Metropolitan
School District - Examining data to understand the scope and nature
of the problem - Using data to inform our conversations and to
help target areas of improvement
5- Disproportionality
- Discrepancy in the performance or
- representation of one group of students when
compared to another group.
- Special Education
- Disproportionality
- The overrepresentation of racially,
culturally and linguistically diverse students in
special education has been well established in
over 30 years of research and is emphasized as a
critical issue in IDEA 04.
6A Context for Disproportionalityframing the
problem
- keeping students of color out of special
education?
NO!
- improving the evaluation procedures that are
used to - determine disability and need for special
education?
YES
- more stringent application of the eligibility
criteria, - including exclusionary factors?
YES
- improving early intervening services and
strengthening - student interventions prior to a referral?
YES!!!
7Special Education Disproportionality in the MMSD
One districts response
- Primary Goal
- Eliminate race as a predictor of a child
being labeled and placed in special education.
- Related Goal
- Eliminate race as a predictor of a child
with a disability being disproportionately
excluded from gen. ed., suspended, expelled or
not completing high school.
8MMSDs use of data to understand the scope and
nature of the problem
- 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 data desegregated 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
9MMSDs Data
- Understanding the scope and
- nature of disproportionality in one
- Wisconsin school district
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16MMSDs Risk Ratio2006-07 Year (Ages 6-21)
Risk ratio compares the risk of one racial/ethnic
group to the risk for all other racial/ethnic
groups combined.
LIAutism, Deaf-Blind, Hearing Impairment,
Orthopedic Impairment, Significant Developmental
Delay, Traumatic Brain Injury, Visual Impairment
17Using Risk Ratio to further understand where
the district is disproportionality represented
- What is Risk Ratio?
- Risk ratio compares the risk of one racial/ethnic
group - to the risk for all other racial/ethnic groups
combined. - Calculating Risk AA students w/CD 130
- ALL AA students 5,360
- All other racial/ethnic students w/CD
132 - All other racial/ethnic students
18,982 - Calculating Risk Ratio 2.43
- 0.70
- Risk AA are 3 ½ times as likely to be
receiving SE services for CD than all other
racial/ethnic groups combined.
2.43
0.70
3.49
18Going Deeper Into the Data
- Revealing other faces of disproportionality
- in the MMSD
-
- District Enrollment Percent in Special
Education - LRE Comparison (06-07 and 07-08)
- Risk Ratio
- Suspension
- Expulsion
- Attendance
- High School Completion
- Transfer student data
19MMSD District and Special Education
Enrollment Comparison of 2002-03 and 2007-08
20ExaminingK-12 Transfer Student Data
- Primary Disability
- Entering and leaving by grade Level
- Outcome of File Review
- Ethnicity
- Improvements
21Using Data to Inform our Conversations and Target
Areas of Improvement
- Risk Ratio
- Transfer Students
- School Data Packets
- Professional Development
22Response to Concerns Risk Ratio
- Secured a WI Department of Public Instruction
mini-grant to examine root causes as to why
African American and American Indian students are
at greater risk of being labeled EBD and SLD - Entered into multi-year partnership with National
Institute for Urban School Improvement - NIUSI - Focused on greater adherence to the eligibility
criteria, especially for overrepresented groups
(e.g., African American students) - Continued
23Response to Concerns Risk Ratio
- Examined more carefully transfer students to MMSD
and the effect on our disproportionality. - Using DPI grant funds, employed university
personnel to develop a process and tool to assist
with addressing the exclusionary factors
Culturally Responsive Practices in Schools The
Checklist to Address Exclusionary Factors When
Considering Special Education Eligibility
Determination.
24Response to Concerns - Transfer Students
- Dedicated psychologist allocation to review all
transfer student special education records to
determine if an evaluation was warranted - In-state transfers were referred to school as
reevaluations - Out-of-state transfers were referred for initial
evaluations - Improved version of exclusionary factor checklist
tailored specifically for the review of transfer
records - Eligibility criteria checklist developed for each
disability area are now used in the transfer
student record review process
25Response to Concerns - School Data Packets
- Individual School, Level, District Data
Disaggregated by - Referral Placement Data
- Ethnicity
- Gender
- Class
- Socio-Economic Status
- Least Restrictive Environment Data
- Ethnicity
- Gender
- Socio-Economic Status
- Risk Ratio Data
- Achievement Gap Data
- Behavior Data (e.g., expulsions, suspensions,
etc.)
26A Sample of Questions You Might Ask
- Examining your referral/placement data by
ethnicity, is there a high rate of referrals
coupled with a low rate of placements in any of
the groups? - If so, what actions might you consider?
- How does our data compare with district data and
other schools? - What might account for differences in our
schools data
27Response to Concerns - Professional Development
- MMSDs Educational Framework where does
disproportionality fit? EIS and RTI? - National Institute for Urban School Improvement
(NIUSI) - a partnership to address
disproportionality - Created a Student Intervention Monitoring System
(SIMS) and provided corresponding professional
development
28Closing The Achievement Gap
Comprehensive System Supporting Positive Behaviors
Early Intervening Services Response to
Interventions
Race Equity
Kronenberg Training
SIMS
Mixed ability Classrooms Inclusive Education
Team Infrastructure
Disproportionality
Instructional Design
Developing Inclusive High Performing
Middle School Leadership Institute
LRE Data
Risk Ratio w/EBD SLD
ExclusionaryFactor Checklist
Parent/ Community Involvement
Suspension Expulsion Data
Non-biased Multicultural Assessments
UW Grant
Parent Survey
Spec. Ed. Advisory Council
29In closing where do you begin to address
disproportionality?
- Critically examine your district data and provide
your schools with their own data to discuss
understand the problem! - Race and Equity are you ready to have
courageous conversations? - Develop a multi-year, comprehensive improvement
plan that addresses all facets of
disproportionality (EIS, RTI, non-bias/multi-cultu
ral evaluations, etc.) - Professional development learn together!
30As Diversity Grows, So Must We a quote by
author Gary Howard
- School leaders should also model for their
colleagues inclusive and nonjudgmental
discussion, reflection, and engagement strategies
that teachers can use to establish positive
learning communities in their classrooms
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32Questions/Comments