Significant Disproportionality: Information and Expectations

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Significant Disproportionality Information and
Expectations

• Oregon Department of Education
• Dianna Carrizales Sara Berscheit

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Disproportionality
and
Overrepresentation
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This module looks at...

• Defining disproportionality
• Why disproportionality is on the front burner
• IDEA 2004s provisions
• Determination of significant disproportionality
  
• Resources for SEAs and LEAs

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What is Disproportionality?

• of students of a specific ethnicity or race

Overrepresentation
In special education
In schools population
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What is Disproportionality?

• of students of a specific ethnicity or race

Underrepresentation
In special education
In schools population
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Statistics

• African-American childrenTwice as likely as
  Whites and American Indians/ Alaskan natives to
  be identified as having mental retardation.
• African-American childrenHalf again more likely
  than White students to be classified with
  emotional disturbance.

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Post-School Outcomes

• Unemployed 2 years out of high school

75 African-American students 47 White
Still not employed 3-5 years out of school
52 African-American young adults 39 White
young adults
40 African-Americans with disabilities 27
Whites with disabilities
Arrest rate
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Why?
Some Hypotheses

• Failure of general education to educate children
  from diverse backgrounds
• Misidentification, misuse of tests
• Lack of access to effective instruction
• Insufficient resources
• Teachers who are less well prepared
• Poverty

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What States Must Do

• 300.173

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What States Must Do

• 300.646

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Defining Significant Disproportionality
State defines for LEAs and for state in general
State determines criteria for what level of
disproportionality is significant
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Determining Significant Disproportionality
Is based on collection and examination of data --
-- and not on a districts policies, procedures,
or practices.
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How do you measure disproportionality?
Technical Assistance Guide fromU.S. Department
of Education
www.ideadata.org/docs/Disproportionality20Techni
cal20Assistance20Guide.pdf
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What happens if theres a determination of
significant disproportionality?
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For Determinations of Significant
Disproportionality

• States must

• Provide for the review and revision (if
  appropriate) of policies, procedures, and
  practices used in identification or placement of
  children

Do they comply with requirements of IDEA?
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For Determinations of Significant
Disproportionality

• States must

• Require LEAs to use 15 of Part B funds for
  early intervening services

particularly, but not only, for children in
those groups significantly overidentified.
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For Determinations of Significant
Disproportionality

• The LEA must

• Publicly report on the revision of policies,
  practices, and procedures

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IDEA 2004

• Disproportionality is now 1 of 3 monitoring
  priorities.

• States must monitor LEAs levels of
  disproportionality.

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Reporting

• States must annually report under 6-year State
  Performance Plan (SPP) on

of districts with DR of racial and ethnic groups
in special education and related services
that results from inappropriate identification.
in specific disability categories
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What Disability Categories?
mental retardation specific learning disabilities
emotional disturbance speech or language
impairments other health impairments autism
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Sources of Technical Assistance

• IDEA authorizes and supports

• Technical assistance
• Demonstration projects
• Dissemination of information
• Implementation of scientifically based research

www.nccrest.org
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NCCRESt Resources
www.nccrest.org
How-to guides.

• Data maps.

Practitioner briefs.
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Oregons Formula for Identifying Significant
Disproportionality

• Formula is posted online
• http//www.ode.state.or.us/schoolimprovement/accou
  ntability/monitoring/sigdispthreshjust.doc
• Data Collections used
• Special Education Child Count (SECC)
• Total special education population
• Total special education population for each
  primary disability
• Total special education population for each
  federal placement
• Discipline Incidents
• Total special education population who received
  long-term suspensions/expulsions
• Cumulative ADM (First Period)
• Total student population

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Important changes Race/ethnicity reporting
requirements

• All student-level collections are now utilizing
  the two-part Race/Ethnicity question
• Ethnicity
• Hispanic/Latino (Yes/No)
• Race
• American Indian or Alaska Native (Yes/No)
• Asian (Yes/No)
• Black or African American (Yes/No)
• Native Hawaiian or Other Pacific Islander
  (Yes/No)
• White (Yes/No)
• Declined to Report is no longer an option
• At least one Race must be reported (Yes)
• Multiple Races can be reported (Yes) for all
  collections

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Important changes Race/ethnicity reporting
requirements

• All Race/Ethnicity reporting by ODE will be
  revised
• If Hispanic/Latino Yes Race/Ethnicity
  Hispanic/Latino
• If Hispanic/Latino No, and two or more Races
  Yes Race/Ethnicity Two or More Races
• If Hispanic/Latino No, and only one Race Yes
  Race/Ethnicity the one Race

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Helpful links

• Dispropotionality under IDEA http//idea.ed.gov/e
  xplore/view/p/2Croot2Cdynamic2CTopicalArea2C7
  2C
• Technical Assistance Guide from U.S. Department
  of Education www.ideadata.org/docs/Disproportiona
  lity20Technical20Assistance20Guide.pdf

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Contact Information

• Dianna.Carrizales_at_state.or.us
• [phone]