1. WELCOME
What is on your table?
Agenda for both days
Success Gap Rubric Copies
Books (1 per district):
Data Driven Decision Making (book and workbook)
School Leader's Guide to Root Cause Analysis
Flash Drive
3 version’s of the Success Gap Rubric
District’s most recent Success Gap Rubric
District’s most recent self-assessment
District’s most recent Special Education Discipline Data
District’s most recent Special Education Child Count Data
Introductions
How Deep Do Your Roots Go? Disproportionality Institute March 8-9, 2017 Little Rock, Arkansas

2. How Deep Do Your Roots Go
How Deep Do Your Roots Go? Disproportionality Institute March 8-9, 2017 Little Rock, Arkansas

3. IS HAVING DEEP ROOTS GOOD OR BAD?
The depth of roots depend on the environment…similar to your district.
Loose soil allows for deeper roots
Compact soils create a horizontal root system

4. IS HAVING DEEP ROOTS GOOD OR BAD?
When it comes to the causality of disproportionality would you rather have deep roots or shallow roots?

5. 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

6. Indicator 4A (Difference > 1.36) Indicator 4B (Difference >4)
Indicator 4A (Difference > 1.36)
Indicator 4B (Difference >4)
Indicator 10
Sped Rate
GE Rate
Rate Difference
Rate
GE RATE
Hispanic Difference
Black Difference
Black (ID)
White (SLD)
DEWITT SCHOOL DISTRICT
3.03%
1.27%
1.76%
10.7
9.44
DERMOTT SCHOOL DISTRICT
3.64%
0.27%
3.37%
RIVERSIDE SCHOOL DISTRICT (CRAIGHEAD)
1.49%
0.00%
CEDARVILLE SCHOOL DISTRICT
2.00%
0.24%
MARION SCHOOL DISTRICT
4.26%
1.89%
2.37%
6.82
4.93
MCGEHEE SCHOOL DISTRICT
2.05%
0.43%
1.63%
CONWAY SCHOOL DISTRICT
4.32
VILONIA SCHOOL DISTRICT 8
0.09%
7.91%
PARAGOULD SCHOOL DISTRICT
2.01%
0.56%
1.45%
GLEN ROSE SCHOOL DISTRICT
1.47%
0.10%
1.37%
CEDAR RIDGE SCHOOL DISTRICT
2.27%
0.82%
NEWPORT SCHOOL DISTRICT
2.26%
0.66%
1.60%
PINE BLUFF SCHOOL DISTRICT
6.40%
4.88%
1.52%
LEE COUNTY SCHOOL DISTRICT
3.45%
1.79%
1.66%
ENGLAND SCHOOL DISTRICT
3.92%
1.98%
1.94%
BLYTHEVILLE SCHOOL DISTRICT
7.27%
3.40%
3.87%
7.98
4.59
RIVERCREST SCHOOL DISTRICT
0.40%
3.52%
7.69
7.29
GOSNELL SCHOOL DISTRICT
2.72%
0.38%
2.34%
BRINKLEY SCHOOL DISTRICT
6.74%
2.98%
3.76%
8.47
5.50
CLARENDON SCHOOL DISTRICT
2.56%
0.58%
5.13
4.54
MARVELL SCHOOL DISTRICT
10.45%
4.99%
5.46%
5.73
MENA SCHOOL DISTRICT
4.02
PULASKI CO. SPEC. SCHOOL DISTRICT
3.16%
1.65%
FORREST CITY SCHOOL DISTRICT
6.20%
3.79%
2.40%
FAYETTEVILLE SCHOOL DISTRICT
1.95%
0.39%
1.56% 22 1 7

7. 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

8. 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

9. Indicators and Current Methodology
Indicator 9: Disproportionate Representation - Identification
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Districts are identified as having a disproportionate representation if the Risk Ratio is greater than 4
Districts must complete a self-assessment of policies, procedures, and practices.
Indicators and Current Methodology

10. Indicators and Current Methodology
Indicator 10: Disproportionate Representation – Disability Category
Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Districts are identified as having a disproportionate representation in a disability category, if the Risk Ratio is greater than 4
Districts must complete a self-assessment of policies, procedures, and practices.
Indicators and Current Methodology

11. Let’s Get Started! Presenters Nancy O’Hara, IDEA Data Center
Terry Long, IDEA Data Center

12. Success Gap Rubric in Excel
Handout
Flash Drive

13. Root Cause Analysis
Presenters
Mistila Hunt
Allison Prewitt

14. Discipline in the Student GPS

15. Data Quality and eSchool
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

16. 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

17. Developing a Plan
Remember the PLAN should focus on the area which you were identified
Success Gap Rubric in Excel
CEIS Plan
Linking funds

18. Current CEIS Plan CEIS Plan Research based:
Research based:
What is the research base for the plan?
 Program Description:
How does the plan address at-risk students in the district, particularly those groups that were significantly over-represented in the special education population?
How many students are being served?
What amount of time do these students spend in the program daily/weekly?
What are the materials used?
If funds are being used for purposes other than direct student services, please provide an explanation.   
Program Evaluation:
What tool is being used to measure progress?
Plan Development:
What changes (if applicable) are needed to plan/program based on data results? 
Current CEIS Plan

19. Addressing root causes Tied to the area of identification
Team Planning Time
Addressing root causes
Making specific plans
Tied to the area of identification

20. Team Report Out…

21. Disproportionality: Annual Performance Report vs CEIS New Regulations
Disproportionality in the
Annual Performance Report
New Regulations:
Coordinated Early Intervening Services
Indicator 4A: OSS/Expulsion > 10 days – SE vs GE. Allowable Difference 1.36 percentage points
Indicator 4B: OSS/Expulsion > 10 days by race. Specific Race in SE compared to ALL races in GE. Allowable Difference 4 percentage points
Discipline:
OSS > 10 days by race
OSS ≤ 10 days by race
ISS > 10 days by race
ISS ≤ 10 days by race
Total removals by race
Indicator 9: Identification - Student with a Disability. Allowable Difference RR <4.01
Identification: Student with a Disability
Indicator 10: Identification: Disability Category. Allowable Difference RR <4.01
Identification: Disability Category
Not Applicable
Least Restrictive Environment: < 40 of the day in the regular classroom and separate School

22. New Disproportionality Regulations
Disproportionality exists when students in a racial or ethnic group are more likely to be
identified as a student with a disability
identified as a student with a particular disability
placed in more restrictive settings
suspended or expelled
than students in other racial or ethnic groups

23. New Disproportionality Regulations
Summary of new regulations
(1) establish a standard methodology States must use
(2) clarify that States must address significant disproportionality in disciplinary actions
(3) clarify requirements for the review and revision of policies, practices, and procedures when significant disproportionality is found; and
(4) require that LEAs identify and address the factors contributing to significant disproportionality as part of comprehensive coordinated early intervening services (comprehensive CEIS) and allow these services for children from age 3 through grade 12, with and without disabilities.

24. Area
Current
New
Identification
All disabilities and six disability categories; ages 6-21
Same categories (ages 3-5 included by July 2020)
Placements
Inside Regular Class 40-79%
Inside Regular Class < 40%
Separate Placements
Inside Regular Class <40%
Discipline
OSS > 10 days, consecutively or cumulatively
OSS > 10 days
OSS ≤ 10 days
ISS > 10 days
ISS ≤ 10 days
Total removals
Calculation
Risk Ratio > 4 for identification and placements, > Significant Difference >4 for discipline
Risk ratio and alternate risk ratio
N-sizes
95% to 5% racial/ethnic group;
40 for numerator for identification, disability, and placements;
More than 1 student in discipline
10 for numerator, 30 for denominator of risk calculations
Years
3 consecutive years
Up to three consecutive years
Progress
Not evaluated
Can evaluate
Current CEIS Methodology Compared to New Disproportionality Regulations

25. New Disproportionality Regulations
98 Ways…
Seven racial/ethnic groups
Fourteen areas
All disabilities
Six disability categories (ID, ED, SLD, AU, OHI, SI)
Two placement categories
Five discipline groups
A district has ninety-eight “opportunities” to be identified as being significantly disproportionate

26. New Disproportionality Regulations
14 Risk Thresholds…
All disabilities by race
Six disability categories by race
ID, ED, SLD, AU, OHI, SI
Two placement categories
<40 % of the day in the regular classroom
Separate School (Day Treatment/School)
Five discipline groups
>10 days OSS
>10 Days ISS
<11 days OSS
<11 days ISS
Total Removals (ISS/OSS/ALE)

27. What is Next? Next Steps and TimeLine
One month to finish rubric and plans in Excel.
the completed Rubric in Excel to by April 8, 2017.
Letters notifying the districts of their disproportionate identification and the required review of policies, procedures, and practices will be sent by the end of March.