1 DISPROPORTIONALITY A review of files of American Indian and Black Students Identified with a Disability in EBD in Green Bay Area Public Schools (GBAPS) August, 2008

2 GBAPS demonstrates significant disproportionality in the area of: Emotional Behavioral Disability (EBD) *American Indian *Black What did we do? Examined 127 files of American Indian Students identified EBD during the school year Examined 128 files of Black students identified EBD during the school year

3 What are we looking for by reviewing files? Are we “inheriting” the disproportionality through transfers? Or are we contributing to it by inappropriate identification?

4 Total Percents of American Indian & Black Students Identified As EBD Who Transferred Into GBAPS

5 Transfer information Of the 66 American Indian transfer students, 86% transferred into GBAPS, transferred out, then transferred back. Of the 67 Black transfer students, 82% transferred into GBAPS, transferred out, then transferred back.

6 American Indian Student Transfers: District Which Identified Disability

7 Black Student Transfers: District Which Identified Disability

8 All Students: Green Bay Identified, Grade At Referral Referral and Evaluation Results Of the 123 American Indian students identified EBD, GBAPS identified 82 of them at the grade levels depicted above. Of the 122 Black students identified EBD, GBAPS identified 96 of them at the grade levels depicted above.

9 Placement Issues Not Part of State Criteria Referral and Evaluation Results This graph represents, for American Indian and Black (African American) students, issues which were noted on evaluation documentation but are not represented in state EBD definition criteria.

10 DATA INTERPRETATION A majority of the American Indian and Black students are not transferring into our district already identified by other districts. GBAPS is identifying EBD students at a high rate overall which may be resulting in disproportionate identification of American Indian and Black ethnic group. A high number of Black students were identified EBD during Pre K - 1 st grade. A high rate of transiency exists for American Indian and Black students identified as EBD; American Indians students identified as EBD were more transient than Black students. Since , the number of American Indian transfers has increased yearly. Since , the overall trend of transfers for Black students is one of increase. Issues other than the state EBD definition criteria were noted on evaluations for EBD, such as low academic skills, ADHD (inattentive/distractible), defiance, disrespectful, and oppositional.

11 RECOMMENDATIONS Re-evaluate transfer students within one year of transfer. Examine process for screening and the evaluation of early childhood students. Interventions must be in place and documented and students must meet the state definition and school, home and/or community criteria. Complete full three-year reevaluations on EBD students to make sure they still meet criteria and have a need for special education. Collaborate with teachers to develop culturally responsive practices and help establish and/or identify classroom interventions. Present and review EBD evaluation criteria with all staff (psychologists, social workers, general education teachers, special education teachers, principals, paraprofessionals, etc.). Ensure that evaluation teams follow state criteria with integrity and fidelity.

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