1. Disproportionality Prevention Support
Red Light
Avoiding the
Monique L. McCoy, GADOE Education Program Specialist
LaKesha Stevenson, GADOE Education Program Specialist
2018 G-CASE Fall Conference | November 15, 2018
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2. Learning Targets
The participants will learn how to recognize data that trends toward disproportionality.
The participants will learn how to identify important steps in addressing students’ needs, and then reverse any trend toward disproportionality.
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3. General Overview of Disproportionality
Significant Disproportionality – Identification This occurs when one racial/ethnic subgroup has a demonstrated higher risk of being identified as having a specific disability as defined by the Individuals with Disabilities Education Act (IDEA) when compared to students with disabilities from all other racial/ethnic subgroups.
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4. General Overview of Disproportionality
Disproportionate Representation Also known as Overrepresentation, this occurs when students from one racial/ethnic subgroup have a demonstrated higher risk of being identified as students with disabilities when compared to students from all other racial/ethnic subgroups.
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5. General Overview of Disproportionality
Significant Disproportionality – Placement This occurs when one racial/ethnic subgroup has a demonstrated higher risk of receiving special education and related services in a particular environment when compared to students with disabilities from all other racial/ethnic subgroups.
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6. General Overview of Disproportionality
Significant Disproportionality – Discipline
This occurs when:
One racial/ethnic subgroup has a demonstrated higher risk in the total number of disciplinary removals when compared to students with disabilities from all other racial/ethnic subgroups, or
One racial/ethnic subgroup has a demonstrated higher risk of a specific duration/type of disciplinary removal when compared to students with disabilities from all other racial/ethnic subgroups.
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7. General Overview of Disproportionality
Significant Discrepancy for Discipline
This occurs when:
There is a significant disparity by race and ethnicity in the rate of expulsions and suspensions greater than 10 days for students with disabilities, or
There is a significant disparity by disability status in the rate of expulsions and suspensions greater than 10 days.
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8. Research many sources to determine the solutions that have a good chance of meeting the identified school needs
Making Connections
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9. Making Connections The “What?” The “How?” Georgia’s Tiered System
of Supports for Students
The Systems of Continuous Improvement is the What. Embedded in Systems of Continuous Improvement is tiered support for districts and schools.
The Georgia’s Tiered System of Supports for Students is the How. It is the support for all of Georgia’s students. It does identify how to provide more intensive supports for students who may need them.
The “What?” The “How?”
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10. Georgia’s Systems of Continuous Improvement?
Making Connections
How do the components of Georgia’s Tiered System of Supports for Students advance the work of
Georgia’s Systems of Continuous Improvement?
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11. Making Connections
How can Georgia’s Tiered Systems of Support for Students impact Disproportionality?
(Adapted from National Center on Response to Intervention)
Districts and schools develop infrastructure and support mechanisms to operationalize all of the components into a unified system to meet the established goals.
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12. Making Connections
How can Georgia’s Tiered Systems of Support for Students impact Disproportionality?
(Adapted from National Center on Response to Intervention)
With Georgia’s Tiered System of Supports for Students, schools are able to effectively do the following:
Identify students who are in need of enrichment or who are at risk for poor learning and/or behavioral outcomes,
Use data to identify and provide appropriate evidence-based interventions,
Monitor student progress, and
Continue/adjust the intensity and nature of those interventions based on a student’s responsiveness.
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13. Students receive services at all levels, depending on need.
Research many sources to determine the solutions that have a good chance of meeting the identified school needs
Making Connections
Supports are tiered,
NOT students
Students receive services at all levels, depending on need.
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14. What’s Important? Data review Data-driven decisions Monitoring trends
General supervision
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15. Our Purpose
This Photo by Unknown Author is licensed under CC BY-NC
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16. Learning Targets
The participants will learn how to recognize data that trends toward disproportionality.
The participants will learn how to identify important steps in addressing students’ needs, reverse the trend toward disproportionality.
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17. From Results to Practice
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18. Success County School District, GA
Current Year Identification Data
NC = Not Counted
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19. Success County School District, GA
Current Year Identification Data # of Hispanic SWD Identified as SLD # of Hispanic students in the District 75 Hispanic students identified as SLD 132 Hispanic students in the district 75 ÷ 132 = Part A of the final equation
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20. Success County School District, GA
Current Year Identification Data # of All Other Ethnicities Identified as SLD # of All Other Ethnicities in the District 89 All other ethnicities identified as SLD 450 All other ethnicities in the district 89 ÷ 450 = Part B of the final equation
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21. Success County School District, GA
Current Year Identification Data (Part A) ÷ (Part B) = Current year risk ratio for Hispanic students to be identified as students with Specific Learning Disability is
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22. Success County School District, GA
Current Year Identification Data
Before we move on, do you notice any other areas that might be of concern?
2.869
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23. Success County School District, GA
Prevention or Intervention?
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24. Success County School District, GA
Let’s brainstorm prevention activities.
Talk to your number partners.
Volunteers will share with the whole group.
Any more suggestions for consideration?
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25. Success County School District, GA
General Supervision & Data Monitoring
Let’s pick one specific prevention activity to further our discussion!
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26. Success County School District, GA
General Supervision & Data Monitoring
How can this activity be monitored for implementation fidelity?
How can the data be monitored to identify stagnation, progress, or regression?
What procedures can be put in place to identify staff in need of technical assistance?
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27. Success County School District, GA
Current Year Identification Data
Before we move on, do you notice any other areas that might be of concern?
2.869
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28. From Practice to Results
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29. “Name that Area!”
In your numbered pairs/group, rotate through the hypothetical scenarios on chart paper.
Identify the area of Disproportionality that the scenario would likely lead to if practices remain the same.
Why might some of these situations develop?
When and how should they be addressed?
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30. A Little Help Over Here?!
Introducing a spreadsheet that may help LEA track practices that lead to significant disproportionality or discrepancy.
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31. Just Before We Close
This GCASE session is an abridged version of a comprehensive support session that will be offered statewide.
Level 1 Support: Prevention
Level 2 Support: Intervention
Level 3 Support: Reflection
Expect to receive more information about Disproportionality support in the very near future.
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32. Just Before We Close
Each participant will receive an with a copy of the Data Monitoring spreadsheet attached.
Please provide feedback for this session. Help us help you
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33. “Postal Reminders”

34. “Postal Reminder”
Rhetorical Question: “What does the Identification, Discipline, and Placement data look like in your District?”
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35. “Postal Reminder”
Question: “What does the Identification, Discipline, and Placement data look like in your District?”
There are a few action steps you can take that will help you answer this question.
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36. “Postal Reminder” Investigate the quality of your Tier 1 instruction.
Question: “What does the Identification, Discipline, and Placement data look like in your District?”
Investigate the quality of your Tier 1 instruction.
Review implementation of Universal Screening on Academics and Behavior.
Take action to identify deficits within specific schools.
Analyze evidence-based interventions (in use? progress monitoring in place? fidelity checks conducted?).
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37. “Postal Reminder” On the postcard you have received:
Write your name and address.
Write (to yourself) the next action step(s) you will take to answer the question and address the results in order to maintain fair Identification, Discipline, and Placement practices in your District.
Return the postcard to us as your exit ticket.
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38. “Postal Reminder” Investigate the quality of your Tier 1 instruction.
Question: “What does the Identification, Discipline, and Placement data look like in your District?”
Investigate the quality of your Tier 1 instruction.
Review implementation of Universal Screening on Academics and Behavior.
Take action to identify deficits within specific schools.
Analyze evidence-based interventions (in use? progress monitoring in place? fidelity checks conducted?).
5/17/2019

39. We’re Available Staff Contact for Disproportionality
Monique L. McCoy, Ed.S. Education Program Specialist Division for Special Education Services and Supports (404) Mobile (404) Office (404) FAX
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