1. Significant Disproportionality Fiscal Webinar

2. What If My District Has Been Identified?
Contents 01
What If My District Has Been Identified? 02
Fiscal Requirements for Identified Districts 03
Consolidated Individuals with Disabilities Education Act (IDEA) Application
CONTENTS 04
Significant Disproportionality
Resources

3. Why are we addressing significant disproportionality?
“…we need to address racial and ethnic disparities in special education. This important step forward is about ensuring the right services get to the right students in the right way.”
— Former US Secretary of Education John B. King Jr.
Source:
1.7X
1.9X
African American students with disabilities in MA are 1.7 times as likely to receive a disciplinary removal than all other students with disabilities
Hispanic students in MA are 1.94 times as likely to be identified as a student with an Intellectual Disability than students in other racial/ethnic groups

4. What If My District Has Been Identified?01

5. IDEA Requirement
Each state must examine data to determine if significant disproportionality based on race and ethnicity is occurring in the State and in school districts with respect to–
1) the identification of children as children with disabilities, including in specific disability categories;
2) the placement in particular educational settings;
3) the incidence, duration, and type of disciplinary removals from placement, including suspensions and expulsions.
34 CFR § (a)(1)-(3)

6. DESE must calculate disproportionality with respect to…
Identification
The identification of children ages 3 through 21, as children with :
A disability
An intellectual disability
A specific learning disability
Emotional disturbance
Speech or language impairments
Other health impairments
Autism
Placement
Placements of children with disabilities ages 6 through 21:
Inside a regular class less than 40% of the day
Inside separate schools and residential facilities
Discipline
Discipline incidents, including, for children with disabilities ages 3 through 21:
10. Out-of-school suspensions and expulsions of 10 days or fewer
11. Out-of-school suspensions and expulsions of more than 10 days
12. In-school suspensions of 10 days or fewer
13. In-school suspensions of more than 10 days
14 . Disciplinary removals in total

7. Significant Disproportionality Requirements and Responsibilities
DESE
Identified LEAs
With stakeholder input, select method for measuring and identifying significant disproportionality
Identify LEAs
Ensure identified LEAs:
Use 15% of IDEA funds for Comprehensive Coordinated Early Intervening Services (CCEIS)
Review policies, practices and procedures (PPPs)
Publically report on any changes to PPPs
Support LEAs in identifying and addressing factors that may be contributing to significant disproportionality
Review of PPPs
Publicly report revisions of PPPs
Reserve 15% of IDEA funds for CCEIS
Age 3 through grade 12
Students with or without disabilities
Identify and address factors that may be contributing to significant disproportionality

8. How will DESE calculate identify?
SY : For each of the 7 racial/ethnic groups in each of these 14 categories, DESE will calculate a risk ratio (or alternate risk ratio), and flag those districts whose risk ratio or alternate risk ratio is 5.0 or greater for each of the past 3 years.
SY : For each of the 7 racial/ethnic groups in each of these 14 categories, DESE will calculate a risk ratio (or alternate risk ratio), and flag those districts whose risk ratio or alternate risk ratio is 4.0 or greater for each of the past 3 years.
Risk – the likelihood that a student will experience a particular outcome (here, that a student will be identified, placed in a specific setting, or disciplinarily removed).
Massachusetts Department of Elementary and Secondary Education

9. Identification Plans
MA DESE plans to notify and provide data to all LEAs during Summer
Current MA DESE plan for notification and provision of data, but possible changes if we receive different guidance from OSEP and USED
-We plan to contact all LEAs during the summer of
-This is current MA DESE plan for notification and provision of data, but possible changes if we receive different guidance from OSEP and USED

10. Fiscal Requirements for Identified Districts02

11. Comprehensive Coordinated Early Intervening Services
Districts identified with significant disproportionality are required to reserve 15 percent of their total IDEA Part B funds (Fund Code Fund Code 262) to provide for comprehensive Coordinated Early Intervening Services (comprehensive CEIS)
Comprehensive CEIS must address factors contributing to the significant disproportionality
34 CFR § (d)
Note that there will be a tab, for identified districts, in the integrated application

12. Comprehensive Coordinated Early Intervening Services
Comprehensive CEIS includes a board range of activities that may include professional development and educational and behavioral evaluations, services and supports.

13. Comprehensive Coordinated Early Intervening Services
Comprehensive CEIS must identify and address the factors contribute to the significant disproportionality, among other identified factors:
a lack of access to scientifically based instruction;
economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings;
inappropriate use of disciplinary removals;
lack of access to appropriate diagnostic screenings; and
differences in academic achievement levels.

14. Comprehensive Coordinated Early Intervening Services
Comprehensive CEIS must:
address a policy, practice, or procedures it identifies as contributing to the significant disproportionality, including a policy, practice or procedures that results in a failure to identify, or the inappropriate identification of, a racial or ethnic group(s).

15. Comprehensive Coordinated Early Intervening Services
Comprehensive CEIS may:
serve children from age three through grade 12,
serve children particularly, but not exclusively, in the group(s) that was significantly over-identified,
include children who are not currently identified as needing special education or related services but who need additional academic and behavioral supports to succeed in a general education environment; and children currently identified as needing special education or related services.
Funds may be used primarily, but not exclusively, to support currently eligible students.

16. Timeline
SY18-19
SY19-20
SY20-21
Stakeholder outreach and review of calculation methodologies
Introductory presentations at Special Education Directors Regional Meetings
Webinars to provide further information about significant disproportionality
DESE identifies LEAs with significant disproportionality and supports identified districts in planning for comprehensive CEIS
Risk Ratio: 5.0
Risk Ratio 4.0
Provide data to all LEAs
Identify LEAs at-risk of identification in SY20-21
Convene identified districts
Professional Learning Communities for identified districts
Disproportionate LEAs, identified in SY18-19, reserve 15% of Part B Funds for comprehensive CEIS in FY20
Identify LEAs at-risk of identification in SY21-22
Disproportionate LEAs, identified in SY19-20, reserve 15% of Part B Funds for comprehensive CEIS in FY21
FOCUS ON Support—convenings and PLC

17. Consolidated Individuals with Disabilities Education Act (IDEA) Application03

18. Consolidated Individuals with Disabilities Education Act (IDEA) Application
Any district identified with significant disproportionality is required to reserve 15 percent of its FY20 IDEA Part B funds (Fund Code 240 and Fund Code 262) to provide comprehensive CEIS to address factors contributing to the significant disproportionality. See 34 CFR § The district retains flexibility regarding whether the reservation is made with Fund Code 240 fund, Fund Code 262 funds, or both.                     Comprehensive CEIS are a broad range of activities that:        
1.      May include professional development and educational and behavioral evaluations, services, and supports.
2.      Must identify and address the factors contributing to the significant disproportionality, which may include, among other identified factors, a lack of access to scientifically based instruction; economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings; inappropriate use of disciplinary removals, lack of access to appropriate diagnostic screenings; differences in academic achievement levels.
3.      Must address a policy, practice, or procedures it identifies as contributing to the significant disproportionality, including a policy, practice or procedures that results in a failure to identify, or the inappropriate identification of, a racial or ethnic group(s).
4.      May serve children from age three through grade 12, particularly, but not exclusively, in the group(s) that was significant overidentified, including children who are not currently identified as needing special education or related services but who need additional academic and behavioral supports to succeed in a general education environment; and/or children currently identified as needing special education or related services. Funds may be used primarily, but not exclusively, to support currently eligible students. Each district that implements comprehensive CEIS is required to report information to the Department annually pertaining to the number of children served who received comprehensive CEIS; and how the activities have address the identified significant disproportionality.

19. Consolidated Individuals with Disabilities Education Act (IDEA) Application

20. Consolidated Individuals with Disabilities Education Act (IDEA) Application
4.2
Identified Significant Disproportionality Describe the identified disproportionality, including the specific racial/ethnic group affected by it, and the risk ratio calculated for this population for each year included in the calculation. (Information provided separately from the Department).
4.3
Defining the population (target group) to be served Identify the population to be served. Describe the target population for the comprehensive CEIS activity(ies). Examples include school, race/ethnicity, students with disabilities, students without disabilities and staff. Note that reserved funds may be used for students with and without disabilities, but not exclusively for students with disabilities. For professional development activities, indicate if the training is mandatory.

21. Consolidated Individuals with Disabilities Education Act (IDEA) Application
4.4
Proposed Response Activities Describe the planned response activities, which may include professional development and/or services for children with or without disabilities: • How are the planned response activities related to the area of identified disproportionality? • What resources, including hiring or designating a comprehensive CEIS coordinator, are available for the implementation of the planned action response? • What outcomes are expected? • Describe how you will monitor for fidelity of implementation?

22. Consolidated Individuals with Disabilities Education Act (IDEA) Application

23. Consolidated Individuals with Disabilities Education Act (IDEA) Application

24. Consolidated Individuals with Disabilities Education Act (IDEA) Application

25. Significant Disproportionality Resources04

26. Significant Disproportionality Resources
IDEA Data Center (IDC): Equity Requirements
requirements/files/resources/59088ede150ba0dd678b4573/ f150ba01b1a8b456b/idc-equity- comparison/2017/05/09/idc-equity-comparison.pdf
IDEA Significant Disproportionality: Essential Questions and Answers
CIFER Center for IDEA Fiscal Reporting (CIFER): Comprehensive Coordinate Early Intervening Services
IDC Success Gaps Toolkit

27. IDEA Data Center (IDC): Equity Requirements

28. IDEA Significant Disproportionality: Essential Questions and Answers

29. Center for IDEA Fiscal Reporting (CIFR): Comprehensive Coordinated Early Intervening Services

30. IDC Success Gaps Toolkit

31. What are you left wondering?
Questions
What are you left wondering?
What questions do you have about how comprehensive CEIS funds can be used?

32. THANK YOU specialeducation@doe.mass.edu www.doe.mass.edu
75 Pleasant Street, Malden, MA 02148