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Significant Disproportionality. Symptoms, Remedies and Treatments. Significant Disproportionality. How do you get it? What are your symptoms? How do you get rid of it?. Significant Disproportionality. IDEA 20 U.S.C § 1418(d) IDEA 20 U.S.C § 1413(f). Significant Disproportionality. - PowerPoint PPT Presentation

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  • Significant DisproportionalitySymptoms, Remedies and Treatments

  • *

  • Significant DisproportionalityHow do you get it?What are your symptoms?How do you get rid of it?

    *

  • Significant DisproportionalityIDEA 20 U.S.C 1418(d) IDEA 20 U.S.C 1413(f)

    *

  • Significant DisproportionalityBased on race and ethnicity, the:

    identification of children with disabilities;

    identification of children with particular impairments;

    incidence, duration, and type of disciplinary actions

    placement of children with disabilities in particular educational settings;

    *

  • Autism Spectrum Disorder Cognitive Impairment Emotional Impairment Other Health Impairment Specific Learning Disability Speech & Language Impairment*

  • African AmericanAmerican IndianAsian Hispanic WhiteNative Hawaiian or Other Pacific IslanderTwo or More Races

    *

  • Significant DisproportionalityData SourcesIdentification and Ed SettingsMSDS Fall 2012 and Fall 2013

    DisciplineMSDS 2012-2013 School Year suspensions /expulsions

    *

  • Significant DisproportionalityIdentification and Ed Settings Risk Ratios

    For two years:

    Weighted Risk Ratio, Alternate Risk Ratio, Risk Ratio > 3.0

    Operating District or Resident District*

  • Significant DisproportionalityDiscipline Risk Ratios

    For one year:Weighted Risk Ratio, Alternate Risk Ratio or Risk Ratio > 3.0 Operating District OnlyOut of School +10 daysOut of School 2-10 days In-School +10 daysIn-School 2-10 days *

  • Significant DisproportionalityCheck your data!*

  • Significant DisproportionalityAnnual opportunities/reminders to check your data.

    June Quality data message from CEPI about discipline data. Discipline data reports available in MSDS all year long.

    August Significant Disproportionality warning letters (for Ed Settings and Identification only) in CIMS workbooks.*

  • FEDERAL REQUIREMENTS*

  • Federal requirementsReview policies, procedures, and practices.

    Publicly report any policies, procedures or practices that are changed.

    Coordinated Early Intervening Services (CEIS)

    *

  • Coordinated Early Intervening Services (CEIS)It is the intent of CEIS that districts have the flexibility to use IDEA and Elementary and Secondary Education Act (ESEA) funds in a coordinated manner in order to provide equitable services across districts for students with unique needs.*

  • CEISGeneral Education InitiativesK-12 but emphasis on K-3Academic or Behavioral SupportProfessional Development*

  • CEISAny district that receives IDEA funds must reserve 15% of the Section 619 (preschool)/Section 611 (flowthrough) funds for coordinated early intervening services. *

  • CEISIf 619 funds are used for CEIS, then those activities supported with the 619 amount may ONLY be used for kindergarten activities (not preschool). *

  • CEISProgram DesignWho: Realistic # of students to be served General Education At-Risk StudentsState specific target groupWhat: What will money be spent on? e.g. professional development or staff salary, etc..*

  • CEIS

    The Target Population:

    General Education At-Risk StudentsActivity:Purchasing SuppliesActivity:Professional Development

    Activity:Hiring StaffActivity:Purchasing ProgramsActivity:Purchasing Technology*

  • CEISIdentify students for one-year CEIS activitiesMaintain database for three (3) years for identified student population that received benefit from CEIS *

  • CEIS*

  • *

  • Significant DisproportionalityDistrict participates in a CEIS review: Is district doing what they said they were going to do?Is district on track to spend money?

    *

  • Significant DisproportionalityInformational Webcast on Coordinated Early Intervening Services posted at OSE website:

    http://www.michigan.gov/mde/0,4615,7-140-6530_6598_8391-287354--,00.html *

  • Significant DisproportionalityReview your data! Review your data!Discipline Data Reports available within MSDS.Warning letters sent annually in August CIMS workbook. (Identification and Educational Settings ONLY)Make changes as needed!*

  • Why it Matters ?*

  • QUESTIONS*

  • Contact InformationCEIS questions contact Deb Maurer at maurerd@michigan.gov or 517-373-7062

    Data questions contact Nick Thelen at thelenn1@michigan.gov or 517-241-4418

    Julie Trevino at trevinoj1@michigan.gov or 517-241-0497*

    Disclaimer: This presentation is not designed to and does not provide medical advice, professional diagnosis, opinion,treatment or services to you or to any other individual. IF YOU BELIEVE YOU HAVE A MEDICAL EMERGENCY, YOU SHOULD CALL 911 IMMEDIATELY OR a REAL PHYSICIAN.

    Purpose of todays presentation is to provide general/basic information about Significant Disproportionality and hopefully provide you with some tips on how to avoid it!*There are 862 entities that reported students with an individualized education program (IEP). Less than 4% of all districts in the state are identified in any given year. (3.7%)

    Recently the Center for Educational Networking (CEN) surveyed nearly 300 special education administrators including superintendents, ISD administrators, school board members, principals and special education teachers on the awareness of significant disproportionality specific to discipline. Overall, 76% of the respondents indicated they had previously heard of significant disproportionality. And although 80% of respondents said significant disproportionality for discipline is important only 51% indicated it was relevant to their district.**This is the federal statute that dictates we must identify districts with Significant Disproportionality.***Dr. Eleanor E. White, Director Office of Special EducationDiscipline, Dispro & Dreams Denied 8/22/2012*Dr. Eleanor E. White, Director Office of Special EducationDiscipline, Dispro & Dreams Denied 8/22/2012The purpose of all this data detail today is to encourage you to check your data.. Do you know what is being submitted in MSDS for students with disabilities? Information is your ZICAM! *Dont miss these opportunities to review your data. Mark your calendars!Describe story of no one reading warning lettersglitch in merging of letters yet no one called our office. **There are federal requirements a district must comply with if identified with Significant Disproportionality. District will be monitored by the OSE. If there are findings, then publicly report by board meeting minutes and/or PowerPoint presented at board meeting changes to those policies, procedures or practices. And the big federal requirement is that the district MUST do CEIS.*What does CEIS mean?*****An Overview of Disproportionality**Districts must identify an at-risk general education student population and those students cannot be currently enrolled in special education programs or services but may need additional academic and/or behavioral supports to succeed in a general education environment K-12 with an emphasis on K-3. Money can be spent on general education initiatives such as academic or behavioral support including professional development. The key is to ensure that the CEIS activities directly impact identified at-risk students not currently identified in special education programs and services. Students must be directly impacted by the activities the district has chosen.

    *A detailed description of Coordinated Early Intervening Services.*Review your data!!!!! Is there a data entry problem or does your district need to take a closer look at their own policies, practices or procedures? The purpose/message I hope we were able to convey is do the work upfront. Take the preventive measures to avoid all this additional work. *So if you think Significant Disproportionality isnt relevant.think again. Achievement, drop-out, graduation and suspension are all inter-related. It is the responsibility of educators to engage students in meaningful learning that will decrease suspension and drop out rates - and improve both achievement results and the graduation rate. Dr. Eleanor E. White, Director Office of Special EducationDiscipline, Dispro & Dreams Denied 8/22/2012*

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