D isproportionality O verrepresentation and Produced by NICHCY, 2007.
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Transcript of D isproportionality O verrepresentation and Produced by NICHCY, 2007.
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DDisproportionalityisproportionality
OOverrepresentationverrepresentationand
Produced by NICHCY, 2007
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This module looks atThis module looks at......
• Defining disproportionality
• Why disproportionality is on the front burner
• IDEA 2004’s provisions
• Determination of “significant disproportionality”
• Resources for SEAs and LEAs
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WWhat is hat is Disproportionality?Disproportionality?
% of students of a specific ethnicity or race
In special education In school’s population
OOververrepresentationrepresentation
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WWhat is hat is Disproportionality?Disproportionality?
% of students of a specific ethnicity or race
In special education In school’s population
UUndernderrepresentationrepresentation
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SStatisticstatistics
• 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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PPost-School ost-School OOutcomesutcomes
Unemployed 2 years out of high school
40% African-Americans with disabilities 27% Whites with disabilities
Still not employed 3-5 years out of school
Arrest rate
75% African-American students 47% White
52% African-American young adults 39% White young adults
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WWhy? hy?
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
Some HypothesesSome Hypotheses
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WWhat States Must Do
§300.173
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WWhat States Must Do
§300.646
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DDefining “Significant Disproportionality”
State determines criteria for what level of disproportionality is significant
State defines for LEAs and for state in general
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DDetermining “Significant Disproportionality”
Is based on collection and examination of data --
-- and not on a district’s policies, procedures, or practices.
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HHow do you measure disproportionality?
www.ideadata.org/docs/Disproportionality%20Technical%20Assistance%20Guide.pdf
Technical Assistance Guide fromU.S. Department of Education:
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WWhat happens if there’s a determination of significant
disproportionality?
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For DDeterminations of Significant DisproportionalityStates 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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Require LEAs to use 15% of Part B funds for early intervening services
…particularly, but not only, for children in those groups significantly overidentified.
For DDeterminations of Significant Disproportionality
States must:
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For DDeterminations of Significant Disproportionality
The LEA must:
Publicly report on the revision of policies, practices, and procedures
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IDEA 2004IDEA 2004
Disproportionality is now 1 of 3 monitoring priorities.
States must monitor LEAs’ levels of disproportionality.
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RReportingeporting
States must annually report under 6-year State Performance Plan (SPP) on:
% of districts with DR of racial and ethnic groups
that results from inappropriate identification
in special education and related services
in specific disability categories
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WWhat Disability Categories?hat Disability Categories?
mental retardation
specific learning disabilities
emotional disturbance
speech or language impairments
other health impairments
autism
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SSources of Technical Assistance
www.nccrest.org
IDEA authorizes and supports:
Technical assistance Demonstration projects Dissemination of
information Implementation of
scientifically based research
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NNCCRESt Resources
Data maps.Practitioner briefs. “How-to” guides.
www.nccrest.org
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Produced by NICHCY, 2007