1. Race-Ethnicity Proportionality Proportionality in the Special Education Population, by Race-Ethnicity, in Alaskan Public Schools Juenau, AK October 27 and 28, 2008

2. From IDEA 2004: Monitoring Priorities FAPE in the LRE General Supervision Disproportionality

3. IDEA 2004: Disproportionality 300.173: States must have policies and procedures designed to prevent inappropriate identification and disproportionate by race and ethnicity of children with disabilities including children with disabilities with particular impairments 300.600: Disproportionate Representation 300.646: Significant Disproportionality

4. IDEA 2004: Disproportionality 300.600: Disproportionate Representation 300.646: Significant Disproportionality States must monitor LEAs in the priority areas: Disproportionate representation of racial and ethnic groups in special education and related services to the extent the representation is the result of inappropriate identification. States must determine if significant disproportionality based on race and ethnicity is occurring in the State and LEAs with respect to Identification of children with disabilities in accordance with particular impairments, or Placement in particular educational settings, or Incidence, duration and type of disciplinary actions

5. IDEA 2004: Disproportionality 300.600: Disproportionate Representation 300.646: Significant Disproportionality Identify LEAs with disproportionate representation Require LEAs with significant disproportionality to reserve 15% of funds for Early Intervening Services Of those LEAs identify the number where the disproportionate representation is the result of inappropriate identification (indicators 9 and 10)

6. IDEA 2004: Disproportionality 300.600: Disproportionate Representation 300.646: Significant Disproportionality 1. Identify LEAs with disproportionate representation Require LEAs with significant disproportionality to reserve 15% of funds for Early Intervening Services 2. Of those LEAs identify the number where the disproportionate representation is the result of inappropriate identification (indicators 9 and 10)

7. State Performance Plan Part B Indicators 9 and 10 Disproportionality Analysis Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services ( and in specific disability categories ) that is the result of inappropriate identification (20 U.S.C. 1416(a)(3)(C))

8. Step 1: What are the districts with disproportionate representation in Alaska? Step 2: Of those, in which ones disproportionality representation is the result of inappropriate identification?

9. Calculation method: Risk Ratio Districts where the risk ratio for any race ethnicity, and disability category, was 3 or higher or 1/3 or lower were considered to have disproportionate representation in Alaska Step 1: What are the districts with disproportionate representation in Alaska?

10. Native American White African American 100 20812 20%8%12%=Risk 20/100(12 + 8)(100 + 100)=Risk Ratio 20%10% =2

11. Step 1: What are the districts with disproportionate representation in Alaska? # of School Districts with Risk Ratio greater than 3 (Indicator 9)

12. Step 2: Of those, in which ones disproportionality representation is the result of inappropriate identification? a)Eliminate from analysis SDs with cell sizes smaller than 10. - For 2007/08, only 1 district meets criteria for disproportionate representation for indicator 9 b) For this district, review sample of files and verify eligibility requirements in identification process.

13. Indicator 9 Disproportionate representation – over-representation Disproportionate representation – under-representation District considered for review based on states criteria District NameNAAAAHW X4.690.311.690.29

14. Indicator 10 DistrictNAAAAHW A – ED0.841.363.260.590.61 B – ED3.150.320.00 0.61 C – OHI1.920.271.440.721.09 D – SI7.120.001.110.000.21 E – SLD3.210.00 4.480.30 D – SLD5.430.701.920.000.24 Disproportionate representation – over-representation Disproportionate representation – under-representation District considered for review based on states criteria

15. Corrective Action Require LEA to correct the noncompliance, including revising deficient policies, procedures, and practices

16. Eligibility in the Regulations §300.8 Child with a disability as evaluated in accordance to: § § 300.304 through 300.311 §300.306 Determination of Eligibility Juneau, AK October 29-30, 2007

17. §300.306 Determination of Eligibility (b) Special rule for eligibility determination. A child must not be determined to be a child with a disability under this part – (1) If the determinant factor for the determination is -- Juenau, AK October 29-30, 2007

18. (1) If the determinant factor for the determination is -- (i)Lack of appropriate instruction in reading, including the essential components of reading instruction (as defined in section 1208(3) of the ESEA); (ii)Lack of appropriate instruction in math; or (iii)Limited English proficiency; and (2) If the child does not otherwise meet the eligibility criteria under §300.8(a)

19. ESEA : Section 1208(3) Section 1208(3) of the ESEA states the term essential components of reading instruction' means explicit and systematic instruction in (A) phonemic awareness; (B) phonics; (C) vocabulary development; (D) reading fluency, including oral reading skills; and (E) reading comprehension strategies.

20. Eligibility in the Regulation §300.306 Determination of Eligibility Juenau, AK October 29-30, 2007