SelfStudy Overview Disproportionate Representation Indicators 9

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Self-Study OverviewDisproportionate
RepresentationIndicators 9 10

• Primary source for scientifically-based research
  
• Self-Assessment Guide for Culturally Responsive
  Practice
• 
  by (NCCRESt)
• National Center for Culturally Responsive
  Educational Systems

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SPP/APR 20 Indicators
Data Collection
Follow-Up Visits
District Profile
Washington Special Education Program Review
Process
On-site cooperative venture
LEA App Self-evaluation
System Analysis
TA/ feedback
Review, Analysis, Selection
Review, Analysis, Selection
Self-study
TA
Training TA
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Washington State Priority Areas

• Disproportionality
• Indicators 9 10
• Transition
• Indicators 1, 2, 13, 14
• Student Performance
• Indicators 3 7
• Least Restrictive Environment
• Indicators 5 6

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Indicator 9 Disproportionate representation in
special education and related services
Weighted risk ratios
State Totals
NOTE! lt 1.0 underrepresentation gt 1.0
overrepresentation
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Indicator 10 Disproportionate representation in
specific eligibility categories
State Totals
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Washingtons definition of
Disproportionate Representation
Racial/ethnic distribution of students in
special education and related services or in
specific eligibility categories that falls
outside the threshold defined by the state and
cannot be justified by the unique characteristics
of the district and is the result of
inappropriate identification.  
Indicator 9 Threshold WRR of lt 0.5 or gt 1.75
PLUS N 30 special education students in
particular racial/ethnic group N 30 special
education students across other 4 racial/ethnic
groups combined Indicator 10 Threshold WRR of
lt 0.5 or gt 1.75 PLUS N 30 special education
students in particular racial/ethnic group N 10
special education students in particular cell N
10 special education students across other 4
racial/ethnic groups for that cell
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Self-Study Process

• Part 1 School Self-Assessment Questionnaire
  (NCCRESt)
• Districts select schools to participate using
  OSPI parameters
• Building administrators identify self-assessment
  team members to complete the questionnaire
• Part 2 Special Education File Review
• OSPI provides guidelines for district selection
  of special education student records (5 to 20)
• Part 3 NCSEAM Parent Surveys
• District sends OSPI an electronic list of
  currently enrolled special education students
  with mailing addresses outside vendor sends,
  receives, and scores surveys

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Part 1 School Self-Assessment Questionnaires

• The questionnaires are multi-dimensional in scope
  and are designed to
• Increase the use of prevention and early
  intervention strategies,
• Create contexts conducive to educational systems
  improvement, and
• Enhance teaching and learning of practitioners
  and students alike.

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Framework for Questionnaires

• The framework helps districts consider
• (a) knowledge,
• (b) skills, and
• (c) dispositions across 5 domains..
• School Governance, Organization, Policy and
  Climate
• Family Involvement
• Curriculum
• Organization of Learning
• Special Education Referral Process and Programs

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Stages for School Self-Assessment
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School Improvement Connections

• School Improvement Infrastructure(s)
• School Improvement Facilitator (SIF) Assessment
  Team Lead for Self-Study
• Leadership/Planning Team(s) Assessment Team(s)
• Study Team(s) Additional Respondents
• Integration Links
• School Portfolios Comprehensive Assessment
• Data must be included that assesses cultural
  competence
• Data Carousel
• Results of School Self-Assessment Questionnaires
  or source for self-assessment team members
• Study Process Grid
• Research/Resources - NCCRESt

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Part 2 Special Education File Reviews

• OSPI provides instructions on how to select
  files number of files is based on district size
• To the extent possible, the sample should include
  a variety of grade levels and schools
• The file sample will include students from those
  racial/ethnic groups that are over-represented in
  special education or in specific disability
  categories
• Files will be those of students that were found
  eligible by your district within the last 3 years
  (06-07 through 08-09 ).

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Stages of the File Review Process
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Part 3 Parent Surveys

• Federal mandate by OSEP to collect and provide
  statewide parent survey data (SPP Indicator 8)
• Tool is adopted from NCSEAM-National Center for
  Special Education Accountability Monitoring
• Surveys are distributed, compiled, and scored by
  an independent contractor through an agreement
  with OSPI

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Linked to Washington State Performance Plan
(SPP) Annual Performance Report (APR)

• Indicator 8 Percent of parents with a child
  receiving special education services who report
  that schools facilitated parent involvement as a
  means of improving service and results for
  children with disabilities.
• Parent involvement impacts the process, however
  parent survey results do not impact the outcome
  of the self-study.

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Electronic Student List Required

• Students first and last name
• Name of the school the student is attending
• Parent(s) primary language
• Mailing address (including city and zip code)
• Current grade placement
• Date of birth
• Ethnicity
• Disability Category
• Least Restrictive Environment (LRE) Code

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Parent Survey
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Self-Study Submittal

• Electronic Submittal
• Access to Web
• Access to E-Mail
• Office 2003 Software

Parts 1 2 Due Date June 30, 2009 Part 3
Due Date May 1, 2009
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Summary of Self-Study Process