1. D isproportionality O verrepresentation and Produced by NICHCY, 2007

2. This module looks at... Defining disproportionality Why disproportionality is on the front burner IDEA 2004’s provisions Determination of “significant disproportionality” Resources for SEAs and LEAs Produced by NICHCY, 2007

3. W hat is Disproportionality? % of students of a specific ethnicity or race In special educationIn school’s population O verrepresentation Produced by NICHCY, 2007

4. W hat is Disproportionality? % of students of a specific ethnicity or race In special educationIn school’s population U nderrepresentation Produced by NICHCY, 2007

5. S tatistics African-American children Twice as likely as Whites and American Indians/ Alaskan natives to be identified as having mental retardation. African-American children Half again more likely than White students to be classified with emotional disturbance. Produced by NICHCY, 2007

6. P ost-School O utcomes Unemployed 2 years out of high school 40% African-Americans with disabilities 27% Whites with disabilities Still not employed 3-5 years out of school Arrest rate 75% African-American students 47% White 52% African-American young adults 39% White young adults Produced by NICHCY, 2007

7. W hy?  Failure of general education to educate children from diverse backgrounds  Misidentification, misuse of tests  Lack of access to effective instruction  Insufficient resources  Teachers who are less well prepared  Poverty Some Hypotheses Produced by NICHCY, 2007

8. W W hat States Must Do §300.173 Produced by NICHCY, 2007

9. W W hat States Must Do §300.646 Produced by NICHCY, 2007

10. D D efining “Significant Disproportionality” State determines criteria for what level of disproportionality is significant State defines for LEAs and for state in general Produced by NICHCY, 2007

11. D D etermining “Significant Disproportionality” Is based on collection and examination of data -- -- and not on a district’s policies, procedures, or practices. Produced by NICHCY, 2007

12. H H ow do you measure disproportionality? www.ideadata.org/docs/Disproportionality %20Technical%20Assistance%20Guide.pdf Technical Assistance Guide from U.S. Department of Education: Produced by NICHCY, 2007

13. W W hat happens if there’s a determination of significant disproportionality? Produced by NICHCY, 2007

14. D For D eterminations of Significant Disproportionality States must:  Provide for the review and revision (if appropriate) of policies, procedures, and practices used in identification or placement of children* * Do they comply with requirements of IDEA? Produced by NICHCY, 2007

15.  Require LEAs to use 15% of Part B funds for early intervening services …particularly, but not only, for children in those groups significantly overidentified. D For D eterminations of Significant Disproportionality States must: Produced by NICHCY, 2007

16. D For D eterminations of Significant Disproportionality The LEA must:  Publicly report on the revision of policies, practices, and procedures Produced by NICHCY, 2007

17. IDEA 2004  Disproportionality is now 1 of 3 monitoring priorities.  States must monitor LEAs’ levels of disproportionality. Produced by NICHCY, 2007

18. R eporting  States must annually report under 6-year State Performance Plan (SPP) on: % of districts with DR of racial and ethnic groups that results from inappropriate identification in special education and related services in specific disability categories Produced by NICHCY, 2007

19. W hat Disability Categories? mental retardation specific learning disabilities emotional disturbance speech or language impairments other health impairments autism Produced by NICHCY, 2007

20. S S ources of Technical Assistance www.nccrest.org IDEA authorizes and supports : Technical assistance Demonstration projects Dissemination of information Implementation of scientifically based research Produced by NICHCY, 2007

21. N N CCRESt Resources Data maps. Practitioner briefs. “How-to” guides. www.nccrest.org Produced by NICHCY, 2007