Disproportionality Institute March 29-30, 2018 Little Rock, Arkansas WELCOME Introductions Blytheville Pine Bluff Dewitt Brinkley Rivercrest What is on your table? Agenda District current Disproportionality Profile Root Cause Flow Chart

HOW DID YOU GET HERE? I-4A & 4B: Discipline Special Education Annual Performance Report Indicators I-4A & 4B: Discipline I-9: Disproportionate Representation in Identification I-10: Disproportionate Representation in a Specific Disability Category

Your Data at a Glance 2017 Indicator 4A (Difference > 1.36)  2017 Indicator 4A (Difference > 1.36)   Indicator 4B (Difference >4) Sp. Ed Rate Gen. Ed. Rate Difference Sp. Ed. Rate for Black Gen. Ed. Rate for All Races Black Difference DEWITT SCHOOL DISTRICT 3.03% 1.27% 1.76% 10.7 9.44 PINE BLUFF SCHOOL DISTRICT 6.40% 4.88% 1.52% BLYTHEVILLE SCHOOL DISTRICT 7.27% 3.40% 3.87% 7.98 4.59 RIVERCREST SCHOOL DISTRICT 3.92% 0.40% 3.52% 7.69 7.29 BRINKLEY SCHOOL DISTRICT 6.74% 2.98% 3.76% 8.47 5.50 2018 Indicator 4A (Difference > 1.36)   Indicator 4B (Difference >4) Sp. Ed Rate Gen. Ed. Rate Rate Difference Sp. Ed Rate for Black for All Races Black Difference DEWITT SCHOOL DISTRICT 6.90 1.02 9.44 PINE BLUFF SCHOOL DISTRICT 12.67% 5.42% 7.25% 13.11 5.42  7.70 BLYTHEVILLE SCHOOL DISTRICT 5.71% 2.65% 3.06% 2.65 4.24 RIVERCREST SCHOOL DISTRICT 2.63% 0.50% 2.13% 10.00 0.50 9.50 BRINKLEY SCHOOL DISTRICT 3.70% 1.83% 1.88%

Indicators and Current Methodology Indicator 4A: Suspension/Expulsion Rates of suspension and expulsion: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. Significant Difference is identified if the special education rate is 1.36 percentage points higher than the general education rate. Indicators and Current Methodology

Indicators and Current Methodology Indicator 4B: Suspension/Expulsion Rates of suspension and expulsion: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. Significant Difference is identified if the rate for a racial/ethnicity category within special education when compared to all racial/ethnic groups in general education is greater than 4 percentage points than the general education rate. Indicators and Current Methodology

Let’s Get Started! Presenters Belinda Kittrell, ADE Research & Technology Cindy Wilkerson, ADE Research & Technology Nancy O’Hara, IDEA Data Center Terry Long, IDEA Data Center

Data Quality Who handles discipline data in the schools? Principal Assistant Principal Secretary Is there a set data entry form used across the district? Is the district using the state codes or having to convert from district codes to the state codes for Cycle 7? Has the person filling out the discipline report been trained on the meaning of the various discipline codes? What is out-of-school suspension vs. expulsion? Do they realize an expulsion requires school board approval? Removal from a building to an ALE or homebound is not an expulsion or suspension? A student moved to homebound for discipline is still enrolled in the building that supports their grade level

Data Quality and eSchool Common Errors The Action Taken was coded as an expulsion because the student has been removed from the building to an alternate setting. Students receiving OSS are coded as expulsion The number of days assigned for in-school and out-of-school suspensions are duplicative. One incident 3 infractions Insubordination Fighting Tobacco Action Taken OSS for three days Number of days entered 9 3 per infraction What should have been entered? One day per infraction totaling 3 days Data Quality and eSchool

Root Cause & Moles ISSUE: You have moles in your yard and they are tunneling, creating holes, and tearing up your landscape. How do you get rid of them? What do you know about Moles? Why is your yard interesting to moles? What strategies would you implement to rid you yard of moles? Kill the moles Pour chemicals down the holes to kill the moles Blow up the holes like in Caddy Shack Fill the holes with water Repel the moles with Mothballs Caster Oil Peppermint Ultrasonic solar garden stakes What else???

Next Steps and TimeLine One month to finish rubric and plans in Excel. Email the completed Rubric in Excel to jafields@ualr.edu by May 1, 2018. Letters notifying the districts of their disproportionate identification and the required review of policies, procedures, and practices will be sent in the next two weeks. What is Next?