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Download Using the “Checklistâ€‌ to Respond to Racial Disproportionality in Special Education

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  • WelcomePlease Wait While Others Join the MeetingConnie

    Call-In1-866-244-8528

    Enter Pin303385 and press #Today You Will NeedCalculator

    Annotated Checklist for Addressing Racial Disproportionality in Special Education

    *Calculation Handouts

    Start 15 min til. (repeat 2-3 times)

    Thank you for logging on early. While you wait you will experience periods of silence.

    Its 11am so we are going to get started. *

  • Call-In1-866-244-8528

    Enter Pin303385 and press #California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPPTAP) is funded through a contract with the Napa County Office of Education. SPPTAP is funded from federal funds, (State Grants #H027A080116A) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.George TriestConnie Silva-BroussardSPPTAP*

    Good morning I am George Triest, I am the director of the spptap, better known as spptap. This project is out of the NCOE funded by CDE, Special Ed division. Welcome! Id like to Introduce Connie Silva-Brousard our technical assistance coordinator, who will take it from here. *

  • RemindersRecordedFollow-Up SurveyChat to Communicate

    george.triest@spptap.org

    Respond to Polls

    *

    Before we begin today I want to quickly give you a couple of reminders.

    First, this event is being recorded so if you experience any technical difficulties you will have another opportunity to view this webinar.

    Second, we will be sending out a very brief evaluation survey following this webinar. That will come to you through email so keep an eye out for it.

    As with past webinars, we have muted your telephone lines. If you have a question for todays presenter please use chat to ask your question. If for someone reason chat isnt working for you, please feel free to email your questions to george.triest@spptap.org and we will make sure get an answer for you.

    Lastly, you will be asked to participate in a couple of polls, and as we transition from slide view to a poll, your screen will change. *

  • Daniel Losen*

    Id like to now introduce todays speaker, Daniel Losen.

    Daniel Losen is a Senior Education Law and Policy Associate with The Civil Rights Project at UCLA and formerly a Lecturer on Law at Harvard Law School. He has authored numerous publications including the book Racial Inequity in Special Education and regularly provides guidance to policymakers, educators and advocates regarding the impact of law and policy on children of color and language minority students. Working under contract with the Wisconsin Department of Public Instruction, Mr. Losen developed the Annotated Checklist for Addressing Racial Disproportionality in Special Education. This asessment tool is the focus of Mr. Losens presentation today. Before becoming a specialist in education law and policy, Mr. Losen taught in public schools in Massachusetts for ten years and also helped found an alternative public school in Acton, MA.*

  • Using the Checklist to Respond to Racial Disproportionality in Special EducationBy Daniel J. Losen 2011*

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  • My Story.2nd Year Teaching1/3rd Students from Boston1 Black male in particular was a handful. Not mentally retarded (i.e. athletic talent and showed game smarts).Re-evaluated: Waited for IQ score.Would have been sent back to Boston as MR.

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  • Every District is DifferentChecklists are built on researchLegal requirementsRefined by experienceGrouped to reflect different needsMultiple causes of disproportionalityConcentrate on what schools can do.Beyond compliance.

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    SAY THE DISTRICT NOT THEM.*

  • Using the Checklists to Formulate a Hypothesis and Suggest Remedies:List 1: District and School ResourcesList 2: System Policy, Practice and Procedure IssuesList 3: Environmental factors

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  • Multiple Reasons: Multiple ResponsesResearch suggests multiple interconnected causes.Finding just one cause is unlikely.Selection of hypothesis:What the district can do.Consider scope of contributing factors.

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  • Contributing Factors are Entangled*

    Lenny at the Exploritorium Or is it Samits Sam

    Part of what we are asking districts to do is look at multiple connected factors. They might not be able to completely isolate each one, but they dont need to. They do need to try see them more clearly and come up with ways to address one or more important ones.*

  • Use of Data With ChecklistBroaden the inquiryFind what is working as well as what isnt workingUse simple measures to compare and track changesDebunk common excusesTrack progressEvaluate interventions

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    WHEN I WORK WITH DISTRICTS I ALWAYS LOOK CLOSELY AT THEIR DATA FIRST AND PREPARE BY ANALYZING THE DISTRICTS DATA, OR AT LEAST OFFER ASSISTANCE*

  • Checklist One: ResourcesWhy resources?Story of District A and needed support for new teachers.Checklist helped them discover a likely factor and a likely remedy.Important benefits from having regular and special educators at the table together.

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  • ResourcesTeachers: What the research says.What the IDEA says.What Title I says.

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    OK, now we are going to go to a poll.

    Next slide then switch to Poll mode.*

  • Do inexperienced or poorly trained teachers refer more students for evaluations?*Your screen will change as I open voting.

    The research suggests this could be the case in many districts. And it may also be true that poor and minority students are more likely to have inexperienced or poorly trained teachers (i.e. research on tracking has found this is often the case).

    We are on slide 14.THE NEXT SLIDE WILL CONTAIN TWO RELATED POLL QUESTIONS SO THERE WILL BE A PAUSE IN THE PPT WHILE WE TAKE THE POLL*

  • Do districts think about whether the least experienced and qualified teachers tend to be placed with classrooms or in schools with higher numbers of poor and minority students?

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    OK AFTER THIS QUESTION THERE IS ANOTHER poll. AND AFTER THAT Im reverting to the ppt and well have a brief discussion about the results. Think about who gets labeled gifted and talented and which teachers teach those kids, or AP classes.

    Yes?No?

    And race of students? Yes?No?

    .*

  • Do they consider the support provided to less experienced teachers when they think about special education referral rates?

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    OK after poll Im reverting to the ppt and well have a brief discussion about the results.

    Id encourage districts to look at this question, or something similar, even if they skipped it because of the research basis

    Yes?No?

    And race of students? Yes?No?

    .*

  • Discussion of Poll ResultsWhy this question?Research suggests that poorly supported and untrained teachers likely contribute to the phenomenon of disproportionality.

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    Need to turn chat back on.

    We are on slide 17.*

  • Required Use of 15%Rejects the status quo without raising compliance questions. Prevention = $ spent in general education.Should benefit the triggering racial subgroup.

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  • General Education, Special Education and Discipline The National Research Councils report suggests that difficult to manage minority students in the general education setting are removed via special education and more likely to be placed in restrictive settings. (research and legal citations are in endnotes).Nationally, among students with disabilities, Blacks were over 3 times as likely as Whites to be suspended short term.All relevant research citations are in the endnotes of each checklist.

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  • Pause for Questions?*Write your questions about checklist one in the chat area.

    Pause for questions. WATCH TIMER and WAIT 30 seconds before responding and moving on to next slide. *

  • Issues Related to ResourcesYoull see that the many issues related to resources reappear under checklist two, just the framing is slightly different.

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  • Checklist Two: System policy, practice and procedure.Examine all policies: Tracking?Inclusion? (are all teachers expected to be able to run an inclusive classroom?)Response to intervention?Time for collaboration?

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    On slide 20FOR EXAMPLE, WELL TRAINED TEACHERS ARE A RESOURCE, TEACHER EXPECTATIONS AND HOW STUDENT PLACEMENTS ARE DETERMINED ARE POLICY CONSIDERATIONS. TIME FOR COLLABORATIONTIME IS A RESOURCE CONCERN, BUT CREATING THAT COLLABORATION OPPORTUNITY COULC B.*

  • List Two: PracticesAre there placement incentives? (ED = out of my room).Power incentives? (i.e. deference to administration over parental or teacher input). Test accountability incentives?Unconscious bias?Resource incentives? (IEP over 504)

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    Example: If teachers know that nearly always kids labeled ED dont spend much time in the classroom, that practice may contain a powerful incentive.Federal funds flow to students with IEPs. Sometimes state funds. But often no additional resources if a student is ONLY 504 eligible. Yet creating a 504 plan has some costs associated with it. The practice at a given school, probably unwritten, is that the teachers defer to the evaluators and the administrators. The opinions of parents and teachers may not be given much deference.*

  • List Two: ProceduresHow can teachers ask for help?Fully implemented RTI?Any consideration of classroom ecology?

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  • Classroom Ecology?The IDEA requires that the dominant factor cannot be: ELL status or an issue with reading

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