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Leslie Pyper OSPI, Special Education [email protected]

What is Disproportionality?

students of a specific ethnicity or race

over-represented or under-represented Percent Racial/ethnic group

14% 12% 10% 8% 6% 4% 2% 0%

Over-rep Under-rep

% in district % in sped % in district % in sped % in district % in sped % in district % in sped

Disproportionality is especially apparent for African American males in high-incidence categories such as mental retardation and emotional disturbance.

Oswald, Coutinho and Best (2000) African American students are the most overrepresented group in special education programs in nearly every state, and … disproportionate representation is most pronounced in MR and ED Skiba, Russell J., et al. (2006)

The professional literature distinguishes between judgmental & non-judgmental disability categories

judgmental or high-incidence (soft) nonjudgmental or low-incidence (hard) Specific learning disability Mental retardation Emotional disturbance Deafness Blindness Orthopedic impairment Severe mental retardation

• •

1998 – 2004

students served under IDEA All 6 -21 yr-olds increased less than 1 % American Indian/Alaska Native students increased 4 % (from 10 to 14 percent) •

Six million 6 to 21 yr-olds were served in 2004

(9 % of total population) 14% of American Indians/Alaska Natives 13 % of Blacks 9 % of Whites 8 % of Hispanics 5 % of Asians/Pacific Islanders KewalRamani, A., Gilbertson, L., Fox, M., and Provasnik, S. (2007). Status and Trends in the

Education of Racial and Ethnic Minorities (NCES 2007-039). National Center for Education

Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

To believe with certainty, we must begin by doubting.

Polish Proverb

Risk Ratio for American Indian and Alaska Native MR – Fall 2006

1.5 – 1.99

2 and 3 Above 3

WRRC presentation

Risk Ratio for American Indian and Alaska Native ED Fall 2006 –

1.5 – 1.99

2 and 3 Above 3

WRRC presentation

Censusscope.org

American Indian/Eskimo

Risk Ratio for African American MR – Fall 2006

1.5 – 1.99

2 and 3 Above 3

WRRC presentation

Risk Ratio for African American ED – Fall 2006

1.5 – 1.99

2 and 3 Above 3

WRRC presentation

Censusscope.org

African American

Dr. Billy C. Hawkins became the 20 th President of Texas College in Tyler, Texas in 2000.

http://www.ferris.edu/htmls/alumni/c&g/spring2003/hawkins.htm

He moved on to become President of Talladega College on January 1

, 2008.

Billy C. Hawkins was labeled “educable mentally retarded” and placed in special education from 3

-10

grade…

Doubt is uncomfortable, certainty is ridiculous.

Voltaire (Fran ç ois-Marie Arouet)

In Washington…

Dec 2008 Childcount Oct 2008 Enrollment % spec ed (## spec ed) 4.0% (4,477) 4.7% (5,318) 7.5% (8,402) 15.3% (17,060) 68.3% (76,069) % of pop.

in Spec Ed % enrolled (## enrolled) 2.6% (27,363)

16.3% AmInd/AN

8.6% (89,231)

6% Asian/PI

5.5% (56,790)

14.8% Black

15.3% (158,612)

10.7% Hispanic

68% (672,350)

11.3% White

06/07 – 08/09 WA weighted risk ratios

State = aggregate data Districts can vary widely Buildings can vary widely within a district

‘All’ special education STATE Totals

Indicator 9:

0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 Amer Ind/Alaska Native Asian/Pacific Islander Black (not Hispanic) Hispanic White (not Hispanic) All Disabilities 1.49

1.56

0.55

0.54

1.42

1.00

0.99

1.00

1.01

1.02

over over under “1.0” means an equal likelihood (or risk) as all other students

06/07 – 08/09 WA weighted risk ratios Specific categories STATE Totals

Indicator 10:

0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 Amer Ind/Alaska Native Asian/Pacific Islander Black (not Hispanic) Hispanic White (not Hispanic) Autism 0.54 0.56 0.63 0.99 1.02 0.99 0.83 0.79 0.81 0.34 0.35 0.34 1.81 1.80 1.82

Comm Dis 1.34 1.40 1.37 0.79 0.74 0.71 0.85 0.84 0.82 0.96 0.93 0.93 1.10 1.14 1.16

EBD 1.81 1.72 1.73 0.26 0.25 0.24 2.59 2.69 2.73 0.42 0.41 0.38 1.21 1.24 1.29

Health Impaired SLD MR 1.25 1.31 1.29 0.35 0.35 0.34 1.39 1.41 1.44 0.49 0.51 0.52 1.61 1.60 1.59

1.66 1.79 1.81 0.51 0.50 0.48 1.60 1.59 1.57 1.37 1.40 1.44 0.79 0.78 0.77

1.97 1.93 1.97 0.61 0.65 0.66 1.60 1.65 1.71 1.27 1.25 1.24 0.78 0.77 0.76

Click here - Disproportionate Data

Group % in enrollment

Washington State 2008 American Ind/AN Asian/PI Black Hispanic White (6-21 yr olds)

Washington State 2008

NAS Statement In terms of cognitive and behavioral competence,

students fall along a continuum…

there is no black and white distinction between those who have disabilities or gifts and those who do not.

A variety of forces push on the lines from opposing directions…

NAS Statement (cont’d) We have argued that where along the continuum of achievement the lines are drawn for specialized education is artificial and variable. Perhaps of greater concern, however, are

factors that affect where a student falls along the continuum

placements of minorities

For students having difficulty in school who do not have a medically diagnosed disability, key aspects of the context of schooling itself, including administrative, curricular/instructional, and interpersonal factors, may contribute to their identification as having a disability and may contribute to the disproportionately high or low

...(Donovan & Cross, 2002, pp. 25-27)

50 States and DC, including BIE schools

Table 1 = 80-100% in gen ed setting Table 2 = 40-79% Table 3 = 0-39% So, who is separated most from their peers?

“…there are two prevalent trends in the data: 1) once identified, minority students from every major racial group are more likely than white students with disabilities to be removed from the general education classroom for all or part of their school day ; and 2) black students are most often over-identified in the

disability categories that have the highest correlation with

isolation from the general education setting, mental retardation and emotional disturbance.” Garcia Fierros, Edward, & Conroy, James W. (2002) Double Jeopardy: An Exploration of Restrictiveness and Race in Special Education.

In Losen & Orfield (Eds.) Racial Inequity in Special Education (39-70). Cambridge, MA: Harvard Education Press

Once students are receiving special education services, they tend to remain in special education classes and they are likely to encounter a limited, less rigorous curriculum (Harry & Klingner, 2006) Students who enter special education 2+ years below age mates can expect to maintain disparity or fall farther behind.

“the research does suggest that unconscious

racial bias, stereotypes, and other race-linked

factors have a significant impact on the patterns of identification, placement, and quality of services for minority children, and particularly for African-American children. Losen, D. & Orfield, G. (2002). Introduction. In D. Losen & G. Orfield (Eds.) Racial

Inequity in Special Education . Cambridge, MA: Harvard Education Press.

W hy? 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 NICHCY National Dissemination Center for Children with Disabilities www.nichcy.org

34 CFR 300.306

(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 that determination is — (i) Lack of appropriate instruction in reading, (ii) Lack of appropriate instruction in math; or (iii) Limited English proficiency;

*Also in WAC 392-172A-03040

Things that make you go

“

hmmmm

…”

Challenges to the “poverty theory”: Daniel Losen (2002) a) There are gross racial disparities for Blacks compared to Whites and Hispanics in mental retardation and emotional disturbance, but not… in medically diagnosed disabilities; b) There are dramatic differences in the risk for disability from one state to the next;

c) Hispanics have substantially lower risk for mental retardation and emotional disturbance compared to Whites, and even lower compared to Blacks, even though Hispanics and Blacks share a far greater risk for poverty, exposure to environmental toxins and low academic achievement; and d) There are large disparities in cognitive disability identification rates between boys and girls generally, and especially between Black boys and girls. Minority Overrepresentation and Underservicing in Special Education.

Losen, Daniel J.; Principal; Jan 2002; 81(3); p. 45 (EJ637130)

“…these results must be seen as consistent with a body of literature that has failed to establish any reliable relationship between rates of poverty and disproportionate placement in special education” “The effects of poverty cannot satisfactorily explain racial disparities in identification for mental retardation or emotional disturbance.”

Disproportionality is a very complex issue with many contributing factors.

There is not one cause, nor one solution.

“Not surprisingly, overrepresentation data for black students in special education mirror overrepresentation in such undesirable categories as dropping out, suspension and expulsion, low-track placement, involvement with juvenile justice, and underrepresentation in Advanced Placement (AP) and gifted classes.” “The most effective remedies will go beyond the special education evaluation process and entail regular education reforms.” Losen, D. & Welner, K. G. (2002). Legal Challenges to Inappropriate and Inadequate Special Education for Minority Children. In D. Losen & G. Orfield (Eds.) Racial Inequity in Special

Education (pgs. 167-194) . Cambridge, MA: Harvard Education Press.

Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26(1), 30-51.

“Based on the data from a number of diverse studies, it appears that school suspension is being used with

increasing frequency, in a disproportionate manner relative to minorities, and for infractions that should be

handled with less intensive disciplinary strategies. Moreover, these studies indicate that school suspension often is not successful in decreasing students’ chronic and inappropriate behavior, and it is related to a variety of negative academic and educational outcomes for students.”

Florida Study: 12 th largest district in the nation

Elementary

Black males >3x as likely as White or Hispanic males Black females > 8x as likely as White or Hispanic females

Middle school

Males: Black 48.9% 127.06 per 100 B males White 25% 52.41 per 100 W males Females: Black 31.88% 69.13 per 100 B females White 9.28% 16.47 per 100 W females

Across all 3 levels

Black males 2x as likely as White males Black females >3x as likely as White females

Looking at all of Indiana’s schools, disproportionality is greatest at suburban schools

60 52.39

50 40 30 39.21

38.89

28.15

African American Hispanic White 20 10 19.19

16.90

19.03

10.01

13.90

10.38

9.97

6.60

0 Urban

Rausch & Skiba, 2004 Indiana study

Suburban Town Rural

Discipline and Disproportionality in the New IDEIA www.nccrest.org/events/cec_2006_HO.ppt

“Given the intensity of a disciplinary action where a student is barred from attending school and the concomitant loss of instruction and academic engaged time, one might think that only the most egregious behaviors would result in school suspension. However, contrary to popular belief, most out-of-school

suspensions across the country are for minor infractions

of school rules rather than for dangerous or violent acts.”

For What Behaviors are Students Referred?

Of 32 infractions, only 8 significant differences:

 White students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language  Black students referred more for: Disrespect Excessive Noise Threat Loitering Discipline and Disproportionality in the New IDEIA www.nccrest.org/events/cec_2006_HO.ppt

What does getting suspended have to do with disproportionate representation in special education?

Could they be connected?

“the effective use of suspension begins first and foremost with

establishing a school environment that teaches, promotes and facilitates appropriate, pro-social behavior.”

“Suspension alone is

unlikely to significantly reduce misbehavior

reinforcing.” , especially among students who do not find the school environment to be particularly

Percentage distribution of students across NAEP reading achievement levels, by race/ethnicity and grade: 2007 Level White Black Hispanic Asian/PI National American Indian/AN 4 th grade NAEP reading achievement levels

Below basic

54 51

49 At/above basic

32 32

31 At/above proficient

12 14

16 At advanced

2 3 8 th grade NAEP reading achievement levels Below basic

46 43 At/above basic

42 43

14 21 39

4 42 39 At/above proficient

11 14

17 At advanced

0 1

http://nces.ed.gov/nationsreportcard/nde/criteria.asp SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Reading Assessment.

Washington State Summary Adequate Yearly Progress 2007-08

Elementary School Band (Grades 3 - 5) Met Proficiency Goal Student Group All American Indian Asian/Pacific Islander Black Hispanic White Limited English Special Education Low Income Reading No No Yes No No Yes No No No Math No No Yes No No Yes No No No

Washington State Summary Adequate Yearly Progress 2007-08

Middle School Band (Grades 6 - 8) Student Group

All American Indian Asian/Pacific Islander Black Hispanic White Limited English Special Education Low Income

Met Proficiency Goal Reading

Yes No Yes No No Yes No No No

Math

No No Yes No No No No No No

Washington State Summary Adequate Yearly Progress 2007-08

High School Band (Grade 10) Student Group

All American Indian Asian/Pacific Islander Black Hispanic White Limited English Special Education Low Income

Met Proficiency Goal Reading

Yes No Yes Yes Yes Yes No No No

Math

No No Yes No No No No No No

WASL

Group

Class of 2008

Met Reading & Writing On-Time Grads

Class of 2009

Met Reading & Writing On-Time Grads     Amer. Indian Asian Pac. Islander Afr. American Hispanic Caucasian Multiracial

All Students

85.9% 93.4% 86.0% 86.8% 85.5% 93.4% 90.8%

92.0% 47.9% 80.5% 58.7% 59.9% 60.4% 75.4% 56.3% 72.0%

87.2% 94.9% 83.2% 88.7% 88.5% 94.0% 90.2%

93.0%

* Available after districts report graduates in fall 2009 * * * * * * *

American Indian/Alaska Natives, Pacific Islanders, African Americans, and Hispanics all had passing rates of 85% or higher

for students who stayed in high school all four years

, but all saw an on-time

graduation rate of 60% or lower

Renton 07-08 drop out rates grades 7-12 Net students served in grade* Number of dropouts in grade** Dropout rate in grade

Building

7 8 9 10 11 12 7 8 9 Black River Hi 0 0 Dimmitt Mid 290 281 15 0 52 0 58 0 14 0 Griffin Home Hazen Senior Hi 1 0 Home Program Lindbergh Sen Hi McKnight Mid 14 0 414 1 0 9 11 338 1 381 317 6 329 0 6 11 335 0 4 332 17 317 0 1 260 5 210 0 Nelsen Mid Out Of District Facility Renton Academy Renton Senior Hi 382 1 5 0 353 0 6 179 0 1 8 0 0 1 284 274 0 2 6 160 0 0 1 188 Sartori Ed Ctr 0 0 1 6 115 21 0 0 10 12 0 0 0 0 0 0 0 1 4 0 1 0 0 0 8 1 0 0 0 0 11 0 0 1 7 0 0 3 0 0 2 0 10 11 12 7 12 0 0 5 0 11 0 0 0 0 10 1 8 9 10 11 12 30 0 0 16 0 1 9 4 4 0 1 0% 3.4% 0% 20.0% 4.3% 0% 23.1% 27.6% 28.6% 0% 0% 0% 0 11 0.0% 0.0% 0.0% 0.0% 25.0% 0.0% 0% 0% 0.5% 1.6% 2.7% 4.2% 0.0% 0.0% 0.0% 0.0% 23.5% 20.0% 3 0 0 0% 0.0% 2.1% 3.3% 9.5% 1.4% 0.2% 1.0% 2.4% 0.3% 0% 0% 0% 0% 0% 0% 0% 0% 0 1 11 34 0 36 12 0.0% 0 20.0% 0.0% 12.5% 0.0% 16.7% 0.0% 0% 0.0% 3.9% 3.6% 6.9% 19.1% 0% 0% 0% 0.0% 0% 0.0% 0% 0.0% 16.7% 29.6% 57.1%

The class of 2008, which started in 2004-05, began with approximately

89,500

students and lost about

18,500

(21%)

due to dropouts.

When the class graduated last June, another

4,000

students remained in lower grades or remained as returning 12th graders, likely because of a lack of credits.

Class of 2008 Washington State

Dropout Rates

From the NEWSROOM - presentation materials on state assessment

http://www.k12.wa.us/Communications/PressReleases2009/WASL-HSRelease.aspx

Minority youths are over-represented in the juvenile justice system , especially in secure confinement, in every state in the nation . (Children’s Defense Fund Action Council)

We need to shift the focus to

“what all public educators should do to

improve educational opportunities and

outcomes for all children”

Racial Inequity in Special Education . Cambridge, MA: Harvard Education Press.

“Prevention of the achievement and behavioral patterns that lead to referral to special education is the most effective strategy to reduce disproportionality in special education.”

~Daniel J. Reschly, Ph.D.

Vanderbilt University March 2009

It is easier to build strong children than to repair broken men.

~ Frederick Douglass

Old

paradigm:

schools provide instruction

New

paradigm:

schools produce learning

This changes EVERYTHING

Adapted from

Culturally Mediated Instruction: A Critical Tool in Achieving the Dream

The McPhail Group & The Community College of Baltimore County January 2007

“The bottom line of systems thinking is leverage – seeing where actions and changes in structures can lead to significant, enduring improvements… ”

Peter Senge

Impacts both general and special education… Graduation rates Drop out rates RTI Proficiency on State assessments Academic Achievement LRE Discipline Disproportionate representation in special ed

What data is available?

     Child Count Enrollment Indicator 9 Table of weighted risk ratios Indicator 10 Table of weighted risk ratios District Data Profile (Hidden sheets)  Graduation  Dropout  Discipline  State assessment (including AYP)

For every complex problem there is an answer that is clear, simple, and wrong. H. L. Mencken (1880-1956)

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it”

Michelangelo

Questions

 Adequately trained to teach Reading and Math?  Classroom Management Problems?

 Language or Cultural Issues confounding Understanding of the Issue?

 Quality of Actions to Manage Problems?

  Early Intervening Services (CEIS) or Response to Intervention (RTI) Are Students of Color, in particular, benefiting in Measurable Ways?

RRC webinar on disproportionality

Remedies to Racial/Ethnic Disproportionality in Special Education: Beyond Compliance

By Daniel J. Losen, Kris Kaase, W. Alan Coulter, Courtney Jenkins, & Donna Hart-Tervalon 70

Implementation Matters



Changes in adult professional behavior



Changes in organizational structures and cultures to encourage and support change in adult professional behavior

Proactive and Responsive educational systems for students

Wait to fail

That goes for adults, too…..

Many school professionals need further training in classroom management so that they

avoid

contributing to a child’s challenging behavior.

( Reschly, 2002; National Alliance of Black School Educators (NABSE) & ILIAD Project, 2002; Division For Early Childhood, 1999) Technical assistance and supports are needed “that consider the needs of students and teachers in regular classrooms alongside potential problems in the process of evaluation and placement.” Losen, D. & Welner, K. G. (2002). Legal Challenges to Inappropriate and Inadequate Special Education for Minority Children. In D. Losen & G. Orfield (Eds.) Racial Inequity in Special

Education (pgs. 167-194) . Cambridge, MA: Harvard Education Press.

School Building Intervention Team: Six Stages of Pre-Referral Process



Stage 1: Initial concern regarding a child's academic progress



In the first stage of the pre-referral process, initial concerns regarding the child's academic progress are voiced by someone.



Stage 2: Information gathering



After the pre-referral process has been started, various pieces of information are collected on the child.

Six Stages of Pre-Referral Process (continued)



Stage 3: Information sharing and team discussion



Team members understand that their purpose is to recommend and support effective interventions in general education.



Stage 4: Discussion of strategy options



During this stage, brainstorming is used by the pre referral team to generate and then select interventions for each area of concern.

Six Stages of Pre-Referral Process (continued)



Stage 5: Implementation and monitoring of strategy



During this stage, the intensity and duration of the intervention is agreed upon by the pre-referral team (teacher assistance team). In addition a monitoring system that assesses progress over time is developed.



Stage 6: Evaluation and decision-making



The final stage is evaluation and decision making stage; the team decides whether the strategy should be continued, modified, or whether based on the information that the child should go from pre-referral into formal referral for special education.

Strategies for developing culturally supportive learning environments….

 Address the individual needs of each learner  Teacher expectations = student achievement  Take ownership for students’ learning  Complete a self-assessment of your teaching practices

A Practical Guide to Accelerating Student Achievement Across Cultures – September 2008

Maryland State Department of Education (MSDE)  Motivate students to work towards their fullest potential  Assess student learning styles and make instructional accommodations as needed  Teach students to connect academic success to personal efforts

Strategies (continued)

 Assist students in discovering and maximizing their learning styles  Share student learning styles with parents seeking their perspective and input  Use a variety of grouping strategies  Incorporate the culture of the home in instruction to activate prior knowledge  Challenge biases and stereotypes that inhibit student achievement  Establish and nurture a classroom climate of inclusiveness, affiliation, and mutual support.

A Practical Guide to Accelerating Student Achievement Across Cultures – September 2008

Maryland State Department of Education (MSDE)

f not now,

hen?

-- Talmud

The Civil Rights Project at UCLA

http://www.civilrightsproject.ucla.edu/research/specialed/specialed_gen.php

Racial Inequity in Special Education.

Edited by Daniel Losen & Gary Orfield. 2002. Read the intro & access links to:  Diversity   Dropouts NCLB    High stakes testing Discipline Bilingual education  Desegregation Discipline and Disproportionality in the New IDEIA www.nccrest.org/events/cec_2006_HO.ppt

Racial Disproportionality in School Disciplinary Practices www.lapositivebehavior.com/news/School_Discipline_Brief1.pdf

NCCRESt --- National Center for Culturally Responsive Education Systems

(funded by US Dept of Ed, OSEP) www.nccrest.org

provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports.

GREAT professional modules for your use. (Free!)

The Equity Center at the Northwest Regional Educational Laboratory http://www.nwrel.org/cnorse/

-- funded by US DOE -- offers T/TA on issues relating to equity in education http://clas.uiuc.edu

-- Culturally and linguistically appropriate services (mostly related to early childhood)

http://www.pbis.org/

Positive Behavior Interventions and Supports

http://www.rti4success.org/

National Center on Response to Intervention

Things do not change; we change.

Henry David Thoreau (1817-1862)

Indicator 9: Disproportionate representation in

special education and related services ESD 113 Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 Amer Ind/Alaska Native Asian/Pacific Islander Black (not Hispanic) Hispanic White (not Hispanic) All Disabilities 0.00

1.33

0.00

0.00 0.57 0.00 0.00 1.25 0.00 0.00 0.97 0.00 0.00 1.08 0.00

Indicator 10: Disproportionate representation in

specific eligibility categories ESD 113 Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 Amer Ind/Alaska Native Asian/Pacific Islander Black (not Hispanic) Hispanic White (not Hispanic) Autism 0.00

0.40

0.00

0.97

0.00

1.11

0.00

0.25

0.00

1.90

0.00

Comm Dis 0.00

1.08

0.00

0.74

0.00

0.97

0.00

0.88

0.00

1.18

0.00

EBD 0.00

1.13

0.00

0.20

0.00

1.87

0.00

0.44

0.00

1.63

0.00

Health Impaired 0.00

1.39

0.00

0.32

0.00

1.25

0.00

0.66

0.00

1.46

0.00

SLD 0.00

1.47

0.00

0.64

0.00

1.25

0.00

1.29

0.00

0.86

0.00

MR 0.00

1.59

0.00

0.60

0.00

1.76

0.00

1.05

0.00

0.88

0.00

Indicator 9: Disproportionate representation in

special education and related services A district in 113 Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 Amer Ind/Alaska Native Asian/Pacific Islander Black (not Hispanic) Hispanic White (not Hispanic) All Disabilities 1.34

1.07

1.33

0.63

0.57

0.58

0.85

1.18

0.77

0.97

1.02

0.96

1.16

1.10

1.23

Enrollment 08-09

Amer Ind 4.57% Asian 2.66% Black 0.93% Hispanic 18.18% White 70.05% Pac Islander 0.14% Multi 3.18%

Childcount 08-09

Amer Ind 5.77% Asian 1.1% Black 0.6% Hispanic 16.86% White 71.6% Pac Islander 0.46% Multi 3.0%

% of group identified

Amer Ind 25/158 =

15.8%

Asian 5/92 = 5.4% Black 3/32 = 9.3% Hispanic 73/629 = 11.6% White 310/2423 = 12.79% Pac Islander 2/5 = 40% Multi 13/110 = 11.8%

Indicator 10: Disproportionate representation in

specific eligibility categories A district in 113 Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 Amer Ind/Alaska Native Asian/Pacific Islander Black (not Hispanic) Hispanic White (not Hispanic) Autism 0.00

0.00

3.34

2.52

0.00

1.47

1.48

1.99

Comm Dis 2.31

1.58

1.59

1.28

1.96

1.02

0.00

1.17

0.96

0.84

0.92

0.90

1.33

EBD 1.48

1.56

1.45

0.00

0.48

0.44

0.32

3.46

3.62

4.60

Health Impaired 0.76

0.00

0.39

0.62

0.00

0.62

0.00

0.64

0.65

2.16

4.15

2.28

SLD 1.17

1.12

1.66

0.52

0.31

0.19

0.41

1.03

0.60

1.06

1.22

1.36

1.34

1.13

1.14

MR 2.04

1.27

0.59

0.00

4.81

8.05

8.16

0.86

0.76

0.88

0.67

0.52

Indicator 9: Disproportionate representation in

1.60

2.24

1.94

0.45

0.38

0.43

1.36

1.41

1.02

1.51

1.41

1.60

0.80

Indicator 10: Disproportionate representation in

0.00

2.16

1.84

2.22

0.00

3.39

1.61

0.00

0.91

2.67

0.91

1.20

Comm Dis

0.00

1.34

0.61

0.93

0.33

0.64

0.00

1.03

0.44

2.08

1.32

1.44

0.89

1.03

1.08

EBD

1.49

0.00

1.10

1.04

1.22

1.50

1.34

1.56

1.04

1.41

1.18

Health Impaired SLD

1.87

2.50

2.26

0.17

0.14

0.16

1.70

1.68

0.92

1.05

1.17

1.67

1.01

0.91

0.86

1.95

2.48

2.21

0.35

0.37

0.55

1.78

1.49

1.31

1.82

1.89

1.87

0.64

0.62

0.63

0.00

5.66

4.23

0.00

1.97

0.73

2.92

0.82

Indicator 9: Disproportionate representation in

1.34

1.47

1.09

0.55

0.58

0.66

2.87

0.00

0.99

1.11

1.12

0.76

0.78

0.96

Indicator 10: Disproportionate representation in

0.00

1.04

2.65

2.52

Comm Dis

3.36

3.56

1.45

0.00

1.68

1.63

0.61

1.02

2.95

EBD

0.00

0.75

0.00

0.86

Health Impaired SLD

0.70

1.30

1.87

0.00

5.66

0.00

0.81

1.20

0.76

2.21

1.13

1.26

0.88

0.43

0.95

1.00

2.18

0.00

1.11

1.44

1.15

0.87

0.66

0.74

0.00

2.83

2.76

0.00

0.95

0.96

0.00

Indicator 9: Disproportionate representation in

2.55

2.38

1.57

0.00

0.68

0.54

0.42

2.20

2.64

3.77

Indicator 10: Disproportionate representation in

0.00

0.57

1.48

Comm Dis

7.21

9.67

0.00

2.17

1.71

0.38

EBD

0.00

1.34

1.47

1.51

Health Impaired SLD

4.62

2.42

2.59

0.00

0.45

0.00

1.96

6.84

6.69

1.16

1.29

1.33

0.00

0.64

0.61

0.97

3.05

3.06

2.09

0.00

3.53

0.00

3.09

1.90

0.00

0.87

0.91

1.33

Slide 1

Transcript Slide 1

What is Disproportionality?

The professional literature distinguishes between judgmental & non-judgmental disability categories

1998 – 2004

To believe with certainty, we must begin by doubting.

He moved on to become President of Talladega College on January 1

, 2008.

Billy C. Hawkins was labeled “educable mentally retarded” and placed in special education from 3

-10

grade…

Doubt is uncomfortable, certainty is ridiculous.

Things that make you go

hmmmm

Looking at all of Indiana’s schools, disproportionality is greatest at suburban schools

For What Behaviors are Students Referred?

What does getting suspended have to do with disproportionate representation in special education?

Dropout Rates

“what all public educators should do to

improve educational opportunities and

outcomes for all children”

“Prevention of the achievement and behavioral patterns that lead to referral to special education is the most effective strategy to reduce disproportionality in special education.”

It is easier to build strong children than to repair broken men.

schools provide instruction

schools produce learning

This changes EVERYTHING

“The bottom line of systems thinking is leverage – seeing where actions and changes in structures can lead to significant, enduring improvements… ”

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it”

Questions

Implementation Matters

Changes in adult professional behavior

Changes in organizational structures and cultures to encourage and support change in adult professional behavior

Wait to fail

School Building Intervention Team: Six Stages of Pre-Referral Process

Six Stages of Pre-Referral Process (continued)

Six Stages of Pre-Referral Process (continued)

Strategies for developing culturally supportive learning environments….

Strategies (continued)

f not now,

hen?

http://www.pbis.org/

Positive Behavior Interventions and Supports

http://www.rti4success.org/

National Center on Response to Intervention

Things do not change; we change.

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