Calcasieu Parish Disproportionality Efforts Valla M. Johnson Calcasieu Parish LMSW, MA, C-SSWS .
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Transcript of Calcasieu Parish Disproportionality Efforts Valla M. Johnson Calcasieu Parish LMSW, MA, C-SSWS .
Calcasieu Parish Disproportionality Efforts
Valla M. JohnsonValla M. JohnsonCalcasieu Parish Calcasieu Parish
LMSW, MA, C-SSWSLMSW, MA, C-SSWS
www.laspdg.org
PEOPLE FIRST LANGUAGE
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
What is Disproportionality?What is Disproportionality?
“Disproportionality is the over representation of certain minority/ethnic groups in special education and the underrepresentationof that same minority/ethnic group in gifted education”
What is required?
• States are required annually to collect and examine state/LEA data to determine whether significant disproportionality based on race/ethnicity is occurring in certain areas. (Gamm, 2010)
Why is Disproportionality a Problem?
If we find bias or inappropriate practice at any phase of the referral and placement process that leads to disproportionate representation, then we must treat disproportionality as a problem (Heller, Holtzman, & Messick, 1982).
Risk Ratios in Calcasieu Parish - Special Education Classifications
Race/Ethnicity: Black 2005-2006 2010-2011
All Students with Disabilities 1.23 1.19
Autism 0.55 0.69
Emotional Disturbance 1.29 0.87
Specific Learning Disability 1.59 1.57
Other Health Impairment 0.64 0.74
Speech/Language Impairment 0.82 0.88
Mental Disabilities MD-All 2.51
1.96MD-Mild 3.48
Calcasieu’s Response
How has Calcasieu Parish addressed this issue of disproportionality?
– Strategic and Action Plans – Hiring of Disproportionality Program
Administrator to implement the plan – School Disproportionality Contact Persons
Additional Action StepsDisproportionality Training Provided to the following groups:
– All District Level Staff – Principals and Assistant Principals – Counselors– Speech Therapists– School Bus Drivers – Individual Faculties at the school campus– Pupil Appraisal Staff – Special Education Program Facilitators– Behavior Facilitators – Homebound Staff – Vision and Hearing Itinerants – Occupational and Physical Therapists
Additional Action Steps (continued)
• Hosted a Community Forum with two national speakers addressing disproportionality issues
• Hosted a think tank community meeting in conjunction with Positive Connections addressing Educating Students with Mental Illness: Disproportionality Is Not An Option
• Met with some leaders in the religious community
Additional Action Steps (continued)
• Appeared on television and radio informing public about events
• Speak at parent nights
• Parent focus groups hosted
Additional Action Steps (continued)
• Disproportionality Program Administrator makes annual written and/or verbal reports to the school board
• Disproportionality Program Administrator serves on all district level leadership teams
Roles and Duties of the School Based Disproportionality Contact Persons
• Key contact person and conduit of information and communication from the Disproportionality Program Administrator and school staff
• This person serves as the key knowledge source on disproportionality in their educational setting
• This person will identify staff, student, family and community needs as they relate to disproportionality
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
www.laspdg.org