Data Update State of California SPP APR 2015 State of California 11/28/2018 Data Update Shiyloh Duncan-Becerril, Data Administrator Special Education Division sbecerril@cde.ca.gov

Upcoming information

Coming your way Final Significant Disproportionality Notifications Week of March 13 DINC Round 2 SELPA Preview March 10 DINC Round 2 District Notifications March 17 APR Indicator Reports March 6 PIR April

New Regulations in Significant Disproportionality

Current methodology Educational Environments Discipline Minimum N-size In regular class <40% In a Separate School Educational Environments Suspended or Expelled greater than 10 days Discipline 20 in the denominator Minimum N-size E-formula and Alternate Risk Ratio Calculations: Disproportionate if out on both formulas in the same cell The current data year and Two of the three past data years Identified as Disproportionate Over Time:

Placement settings (6 through 21) Changes In regular class <40% In regular class <79% and >40% In a Separate School Placement settings (6 through 21) Out of School Suspensions and expulsions 10 days or fewer Out of School Suspensions and expulsions more than 10 days In School Suspensions and expulsions 10 days or fewer In School Suspensions and expulsions more than 10 days Disciplinary removals in total Discipline (3 through 21)

Changes (continued) Minimum N-size Calculations: State Determines 20 in the denominator 10 in the numerator Minimum N-size May only use the Risk Ratio Calculations: Allows up to three consecutive prior years (at State’s discretion) Identified as Disproportionate Over Time: State determines that the LEA is making reasonable progress Expands use of CEIS funds to be used for students with and without disabilities, ages 3 through grade 12.

What does this mean? Preliminary Analysis: 73 LEAs for Discipline (NOW 14) 33 LEAs For LRE (NOW 4) 9 LEAs For Overall Disability 154 LEAs Disability by Ethnicity (NOW 6) Preliminary Analysis: 5 LEAs with SPED +10000 23 LEAs with SPED 5000-9999 149 LEAs with SPED 1000-4999 42 LEAs with SPED 500-999 35 LEAs with SPED 100-499 14 LEAs with SPED -100

Next steps Must convene a workgroup to Determine minimum cell size Minimum N size Thresholds Determine what is reasonable progress Examine effect on Indicators 4, 9, 10 in the APR (WILL BE BIG) Determine staffing needs and what procedures will change to ensure effective monitoring of the increase in the number of districts

Other data steps… P-3 Suspension and Inclusion

The changes to suspension/expulsion reporting 2015-2016 data was collected from CALPADS alone This helps to mirror how districts really work This did cause an increase in the number of incidents However we did notice a high number among preschool, Transitional Kindergarten and Kindergarten

2015-2016 715 incidents that led to suspension/expulsion in Preschool, TK and K 313 unique children Some children with many incidents The majority are TK and K CALPADS 2016-2017

Out of School Suspension was the predominate solution This equates to 923 missed education days for these children.

Disproportionality?

What types of incidents?

The Case of Child T Child T is 4 year old boy who is African American. He entered TK in August 2015. He has a Speech and Language Impairment. These are his suspensions for the school year:

Next Steps…. We need your help. We will be looking at ways to align our resources around this. We will be monitoring this.