Disproportionality , School Discipline and Academic Achievement
TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for...
Transcript of TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for...
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TEA State Performance Plan:
Technical Assistance Plan for
Disproportionality – A Plan for
Districts
Dr. Edward Fergus
Metropolitan Center for Urban Education
http://education.nyu.edu/metrocenter/
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Insert Picture of Workbook
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Outcomes of Webinar
Understand the purpose of the tool
Understand team and process necessary for using
tools
Understand common causes of disproportionality
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Five Sections of Webinar
Review TEA Disproportionality Book
Outline team building
Review Data Analysis Workbook
Developing a Plan
Common Causes of Disproportionality
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Disproportionality Is:
• Over-representation
of students
• Under-representation
of students
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Purpose of TEA Disproportionality Book
• Disproportionate placement of students from race and
ethnic diverse populations in special education
programs have been a concern of the U. S. Office of
Special education Programs (OSEP) and the U.S.
Office of Civil Rights for many years.
• To outline the TEA delivery system for addressing
racial and ethnic disproportionality for indicators 4b,
9, and 10
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Layout of TEA Delivery System: Four
Tiers of Support
• Tier 1: TEA website
• Tier 2: Focused Assistance
• Tier 3: District-Led review of policies and
practices
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Tier 1: TEA Website
• Texas ESC 1 Website:
http://specialed.esc1.net/tidrse/site/default.asp .
Texas has created a disproportionality website that
describes the impacts and provides brief descriptions
and links to research based information and
resources. The website will also contain webinars that
are specifically designed to respond to the needs of
LEAs.
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Tier 2: Focused Assistance
• Texas ESC 1 technical assistance providers conduct
focused reviews of districts’ policies, procedures, and
practices. The TA providers can use a modified
version of the Self-Assessment Checklist currently on
the ESC 1 website:
http://specialed.esc1.net/15711052611291693/site/de
fault.asp
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Tier 3: District review of Policies and
Practices
School districts use the Technical Assistance Plan
outlined in the TEA manual
Step 1: Form Disproportionality Review Team
Step 2: Data-Driven Root Cause Identification
Step 3: Develop Improvement Plan (including utilization
of funding sources)
Step 4: Implement and Monitor Disproportionality Plan
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Step 1: Building a disproportionality team
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Critical team members
1. Superintendent
2. Building Leadership
3. Teachers
4. Program Leadership
5. Review Committee Representatives
6. Union Leadership Representatives
7. Parents and Local Parent Groups
8. Psychologists and/or Social Workers
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Getting team members to the table
• Step 1 Obtain the support of
the superintendent and
share process and time line.
• Step 2 Develop a
membership list of
stakeholders
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Information check-in
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Why is a team necessary?
School/district wide buy-in
Different practices based
on roles
Disproportionality is a race-based
outcome
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Step 2: Data Driven Root Cause Process
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Insert Picture of TEA Book
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Provide different formulas
Encourage Examining Process
Encourage conversation on
cultural differences
Build interpretation capacity
How can these tools help identify disproportionality issues?
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Indicator 9
• The over-identification of
culturally and linguistically
diverse (CLD) students as
disabled or under-
identification as gifted
and/or talented.
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Indicator 10A
• The over-identification of certain CLD populations in specific special education categories, such as ED, LD, SLI, MR or OHI
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Indicator 4B • Significant
discrepancies in the
number of incidences,
duration, and types of
disciplinary actions,
including suspensions
and expulsions,
experienced by CLD
students compare to
other students
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Disproportionality indicator quiz
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Indicator Quiz
•4B Which indicator
calculates suspension?
•10A Which indicator calculates over-representation in specific disability
categories?
•9 Which indicator calculates over-representation in
special education?
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Three Methods of Calculating
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Creating a Data Book for Your District or
School
• Compilation of all of the relevant district or school
data related to disproportionality including:
– Demographic data
– Achievement data
– Special education data
– Suspension data
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Three Methods
Relative Risk Ratio
Composition
Risk Index
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Risk Index
• Rate or amount of
risk students of a
particular
racial/ethnic group
have of falling into a
particular category
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Composition Index
• The proportion of
students by
race/ethnicity in a
particular category
compared to their
overall enrollment
• For example, a
higher percentage of
Latino students in
special education
compared to their
overall enrollment
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Relative Risk Ratios
• Risk for one group in
relation to the risk for all
other groups
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Relative Risk Ratios (cont.)
1.0 Equal Risk
Above 1.0 Elevated Risk
Below 1.0 Lower Risk
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Analysis Tools
• Special Education
and Suspension data
• Calculator
• Blank sheets of
paper
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Required Data
• You need have the following data
– District enrollment by race and gender
– Special education enrollment by race and gender, classification,
and placement
– Count of SWD suspended for more than 10 days by race and
gender
– Count of overall students suspended by infraction type,
suspension length, race, and gender
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Sample worksheet
Black Hispanic White Asian Total
A.
Number
SWD
#
classified
#
classified
#
classified
#
classified
Total #
classified
B.
Total
Enrolled
#
enrolled
#
enrolled
#
enrolled
#
enrolled
Total #
enrolled
C.
Number
suspend
ed
#
suspend
ed
#
suspend
ed
#
suspend
ed
#
suspend
ed
Total #
suspend
ed
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Sample worksheet: Disability Categories
Black Hispanic White Asian Total
A.
Number
SWD #
classified
#
classified
#
classified
#
classified
Total #
classified
B.
Number
ED, LD,
SLI, or
OHI
#
enrolled
#
enrolled
#
enrolled
#
enrolled
Total #
enrolled
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Sample worksheet: Suspension
Black Hispanic White Asian Total
A.
Number
Suspended
10 days or
more
#
suspended
#
suspended
#
suspended
#
suspended
Total #
suspended
B.
Number of
suspensions
more than 2
and less
than 10
#
suspended
#
suspended
#
suspended
#
suspended
Total #
suspended
C.
Number
suspended
#
suspended
#
suspended
#
suspended
#
suspended
Total #
suspended
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Critical things to remember
• General, suspension and special education enrollment data reflect the same school years.
• Record all of your answers in the appropriate cells
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Information check-in
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• Do you need
to do all three
methods of
calculations?
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• What is
considered a
high relative
risk ratio
rate?
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• How does IDEA
2004 outline
disproportionality?
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Indicator 9
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GET READY FOR GOING
DEEPER
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Level 1: Overall Risk
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Overall Risk
Classification Rate =
Number SWD divided by
Total number of students
multiplied by 100
Classification Rate =
_______÷_______ x 100
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Overall Risk
Classification Rate =
Number SWD divided by
Total number of students
multiplied by 100
Classification Rate =
550 ÷ 2000 x 100 = 29.50%
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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Level 2: Risk Indexes, Compositions
Indexes, and Risk Ratios by
Race/Ethnicity
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Risk Indexes by Race/Ethnicity
Observed Classification Rate by Race/Ethnicity
Classification Rate by
Race/Ethnicity =
Number of SWD in a
racial/ethnic group
divided by Total
number of students in
the same
racial/ethnic group
multiplied by 100
Black Hispanic White Asian Total*
A.
Observe
d SWD #
classifie
d
#
classifie
d
#
classifie
d
#
classifie
d
Total #
classifie
d
B.
Total
Enrolled #
enrolled
#
enrolled
#
enrolled
#
enrolled
Total #
enrolled
C.
Risk
Index A/B x
100
A/B x
100
A/B x
100
A/B x
100
A/B x
100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷
=
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Prepare to calculate
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Risk Indexes by Race/Ethnicity
Observed Classification Rate by Race/Ethnicity
Classification Rate by
Race/Ethnicity =
Number of SWD in a
racial/ethnic group
divided by Total
number of students in
the same
racial/ethnic group
multiplied by 100
Black Hispanic White Asian Total*
A.
Observed
SWD 250 100 200 20 590
B.
Total
Enrolled 500 300 1,000 150 2000
C.
Risk Index 50.00% 33.33% 20.00% 13.33% 29.50%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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Level 2: Risk Indexes, Compositions
Indexes, and Risk Ratios by
Race/Ethnicity
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Composition Indexes of Classifications by
Race/Ethnicity
Number of students in a
racial group divided by
Total number of
students multiplied by
100
Compared to
Number of SWD in a
racial group divided by
Total number of SWD
multiplied by 100
Composition Index of District
Black Hispanic White Asian Total*
Total Enrollment A
# enrolled
B
# enrolled
C
# enrolled
D
# enrolled
E
Total #
enrolled
District
Composition A/E x 100 B/E x 100 C/E x 100 D/E x 100
Composition Index of SWD in District
Black Hispanic White Asian Total*
SWD Enrollment A
# classified
B
# classified
C
# classified
D
# classified
E
Total #
classified
SWD
Composition A/E x 100 B/E x 100 C/E x 100 D/E x 100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷ =
÷ =
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Prepare to calculate
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Composition Indexes of Classifications by
Race/Ethnicity
Number of students in a
racial group divided by
Total number of
students multiplied by
100
Compared to
Number of SWD in a
racial group divided by
Total number of SWD
multiplied by 100
Composition Index of District
Black Hispanic White Asian Total*
Total Enrollment 500 300 1,000 150 2000
District
Composition 25.00% 15.00% 50.00% 8.00%
Composition Index of SWD in District
Black Hispanic White Asian Total*
SWD Enrollment 250 100 200 20 590
SWD
Composition 42.37% 16.95% 33.90% 3.39%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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Level 2: Classification Rates,
Compositions Indexes, and Risk Ratios
by Race/Ethnicity
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Risk Index • Risk index tell us the
likelihood of students in a
given racial/ethnic group
Relative Risk
Ratio • Risk ratio gives us a
comparison of the risks
between groups
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Interpreting risk
ABOVE 1.0 IS A RISK
1.0 EQUALS NO RISK
BELOW 1.0 IS A REDUCED RISK
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Calculating Relative Risk
The Idea
The Risk of Black Students Being Classified SWD
Compared to
The Risk of All Other Students Being Classified SWD
The Formula
(Example)
(Black SWD ÷ Black enrollment)
÷
[(Total SWD – Black SWD) ÷
(Total enrollment – Black enrollment)]
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Relative Risk Ratio: Classifications
Write the Formula:
(Black SWD ÷ Black enrollment)
÷
[(Total SWD – Black SWD) ÷
(Total enrollment – Black enrollment)]
Insert the numbers in the appropriate
places in the formula:
(___ ÷ ___)
÷
[(___ – ___)
÷
(___ – ___)]
Complete all of the operations inside the parentheses:
(______)
÷
[(___)
÷
(___)]
Divide inside the brackets:
______
÷
______
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Prepare to calculate
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Relative Risk Ratio: Classifications
Write the Formula:
(Black SWD ÷ Black enrollment)
÷
[(Total SWD – Black SWD) ÷
(Total enrollment – Black enrollment)]
Insert the numbers in the appropriate
places in the formula:
(250 ÷ 500)
÷
[(590 – 250)
÷
(2000 – 500)]
Complete all of the operations inside the parentheses:
(0.5000)
÷
[(340)
÷
(1500)]
Divide inside the brackets:
0.5000
÷
0.2267
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Prepare to calculate
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New sample numbers
• Black SWD is 500
• Black enrollment is
1500
• Total SWD is 1000
• Total enrollment is
5000
(Black SWD ÷ Black enrollment)
÷
[(Total SWD – Black SWD)
÷
(Total enrollment – Black
enrollment)]
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 67: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/67.jpg)
Information check-in
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Indicator 9
Risk Index
% of district in special
education
Composition Index
% of group in special education compared to overall
Relative Risk
Comparing risk
between groups
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Indicator 10
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Levels of Special Education Data Analysis
Level III
Level II
Level I Overall District Classification Rate
(Indicator 9)
Classification rate, composition index and relative risk ratio by race/ethnicity
(Indicator 9)
Classification rate, composition index and relative
risk ratio by race/ethnicity and classification type
(Indicator 10A)
Classification rate, composition index and relative
risk ratio by race/ethnicity and
setting
(Indicator 10B)
Classification rate, composition index and relative
risk ratio by race/ethnicity and
gender
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Level 3: Overall Risk
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Overall Risk
Classification Rate of
disability type =
Number SWD of ED, LD,
SLI, and OHI divided by
Total number of SWD
multiplied by 100
Classification Rate =
_______÷_______ x 100
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Overall Risk
Classification Rate of
disability type =
Number SWD of ED, LD,
SLI, and OHI divided by
Total number of SWD
multiplied by 100
Classification Rate =
350 ÷ 550 x 100 = 63.63%
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 75: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/75.jpg)
Level 3: Risk Indexes, Compositions
Indexes, and Risk Ratios by
Race/Ethnicity
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Risk Indexes by Race/Ethnicity and Disability
Type
Observed Classification Rate by Race/Ethnicity
Classification Rate by Race/Ethnicity by disability type=
Number of SWD in a racial/ethnic group with ED, LD, SLI, and OHI divided by Total number of SWD in the same racial/ethnic group multiplied by 100
Black Hispanic White Asian Total*
A.
Observed
SWD
disability
type
# classified # classified # classified # classified Total #
classified
B.
Total SWD
Enrolled # enrolled # enrolled # enrolled # enrolled
Total #
enrolled
C.
Risk Index
A/B x 100 A/B x 100 A/B x 100 A/B x 100 A/B x 100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷
=
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Prepare to calculate
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Risk Indexes by Race/Ethnicity
Observed Classification Rate by Race/Ethnicity
Classification Rate by
Race/Ethnicity by
disability type=
Number of SWD in a
racial/ethnic group
with ED, LD, SLI, and
OHI divided by Total
number of SWD in
the same
racial/ethnic group
multiplied by 100
Black Hispanic White Asian Total*
A.
Observed
SWD
disability
type 250 100 200 20 590
B.
Total SWD
Enrolled
500 300 1,000 150 2000
C.
Risk Index
50.00% 33.33% 20.00% 13.33% 29.50%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 80: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/80.jpg)
Level 3: Risk Ratios by Race/Ethnicity
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Interpreting risk
ABOVE 1.0 IS A RISK
1.0 EQUALS NO RISK
BELOW 1.0 IS A REDUCED RISK
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Calculating Relative Risk
The Idea
The Risk of Black Students Being Classified SWD Disability type
Compared to
The Risk of All Other Students Classified SWD Disability type
The Formula
(Example)
(Black SWD Disability type ÷ Black SWD enrollment)
÷
[(Total SWD Disability type – Black SWD Disability type) ÷
(Total SWD enrollment – Black SWD enrollment)]
![Page 83: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/83.jpg)
Relative Risk Ratio: Classifications
Write the Formula:
(Black SWD disability type ÷ Black SWD enrollment)
÷
[(Total SWD disability type – Black SWD disability
type) ÷
(Total SWD enrollment – Black SWD enrollment)]
Insert the numbers in the appropriate
places in the formula:
(___ ÷ ___)
÷
[(___ – ___)
÷
(___ – ___)]
Complete all of the operations inside the parentheses:
(______)
÷
[(___)
÷
(___)]
Divide inside the brackets:
______
÷
______
![Page 84: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/84.jpg)
Prepare to calculate
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Relative Risk Ratio: Classifications
Write the Formula:
(Black SWD disability type ÷ Black SWD enrollment)
÷
[(Total SWD disability type – Black SWD disability
type) ÷
(Total SWD enrollment – Black SWD enrollment)]
Insert the numbers in the appropriate
places in the formula:
(250 ÷ 500)
÷
[(590 – 250)
÷
(2000 – 500)]
Complete all of the operations inside the parentheses:
(0.5000)
÷
[(340)
÷
(1500)]
Divide inside the brackets:
0.5000
÷
0.2267
![Page 86: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/86.jpg)
New sample numbers
• Black SWD by
disability is 400
• Black enrollment is
1500
• Total SWD by
disability type is 700
• Total enrollment is
5000
(Black SWD by disability ÷ Black
enrollment)
÷
[(Total SWD disability type – Black
SWD disability type)
÷
(Total enrollment – Black
enrollment)]
![Page 87: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/87.jpg)
Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 88: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/88.jpg)
Information check-in
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Indicator 10
Risk Index
% of district in special
education
Composition Index
% of group in special education compared to overall
Relative Risk
Comparing risk
between groups
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Indicator 4b
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Level 1: Overall Risk
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Overall Risk
Suspension of SWD Rate
=
Number SWD suspended
for more than 10 days
divided by
total number of SWD times
100
Suspension of SWD Rate
=
_______÷_______ x 100
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Overall Risk
Suspension of SWD Rate
=
Number SWD suspended
for more than 10 days
divided by
total number of SWD
times 100
Suspension of SWD Rate
=
31 ÷590 x 100 = 5.25%
![Page 94: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/94.jpg)
Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 95: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/95.jpg)
Level 2: Risk Indexes, Compositions
Indexes, and Risk Ratios by
Race/Ethnicity
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Risk Indexes by Race/Ethnicity
Observed Suspension of SWD Rate by Race/Ethnicity
Classification Rate by Race/Ethnicity =
Number of SWD suspended for more than 10 days in a racial/ethnic group divided by Total number of SWD in the same racial/ethnic group multiplied by 100
Black Hispanic White Asian Total*
A.
Suspended
SWD
#
suspended
#
suspended
#
suspended
#
suspended
Total #
suspended
B.
Observed
SWD # classified # classified # classified # classified Total #
classified
C. Risk
Index A/B x 100 A/B x 100 A/B x 100 A/B x 100 A/B x 100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷
=
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Prepare to calculate
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Risk Indexes by Race/Ethnicity
Observed Suspension of SWD Rate by Race/Ethnicity
Classification Rate by Race/Ethnicity =
Number of SWD suspended for more than 10 days in a racial/ethnic group divided by Total number of SWD in the same racial/ethnic group multiplied by 100
Black Hispanic White Asian Total*
A.
Suspended
SWD 20 0 10 0 31
B.
Observed
SWD 250 100 200 20 590
C.
Risk Index 8.00% 0.00% 5.00% 0.00% 5.25%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 100: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/100.jpg)
Level 3: Risk Indexes, Compositions
Indexes, and Risk Ratios by
Race/Ethnicity
![Page 101: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/101.jpg)
Composition Indexes of Suspensions of SWD
by Race/Ethnicity
Number of SWD in a racial
group divided by Total
number of SWD
multiplied by 100
Compared to
Number of suspended
SWD in a racial group
divided by Total
number of suspended
SWD multiplied by 100
Composition Index of SWD in the District
Black Hispanic White Asian Total*
SWD Enrollment A
# classified
B
# classified
C
# classified
D
# classified
E
Total #
classified
SWD
Composition A/E x 100 B/E x 100 C/E x 100 D/E x 100
Composition Index of SWD Suspended for More than 10 Days
Black Hispanic White Asian Total*
Suspended SWD A
#
Suspended
B
#
Suspended
C
#
Suspended
D
#
Suspended
E
Total #
Suspended
Suspended
SWD
Composition
A/E x 100 B/E x 100 C/E x 100 D/E x 100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷ =
÷ =
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Prepare to calculate
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Composition Indexes of Suspensions of SWD
by Race/Ethnicity
Number of SWD in a racial
group divided by Total
number of SWD
multiplied by 100
Compared to
Number of suspended
SWD in a racial group
divided by Total
number of suspended
SWD multiplied by 100
Composition Index of SWD in the District
Black Hispanic White Asian Total*
SWD Enrollment 250 100 200 20 590
SWD
Composition 64.52% 0.00% 32.26% 64.52%
Composition Index of SWD Suspended for More than 10 Days
Black Hispanic White Asian Total*
Suspended SWD 20 0 10 0 31
Suspended
SWD
Composition
64.52% 0.00% 32.26% 0.00%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
![Page 105: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/105.jpg)
Level 3: Classification Rates,
Compositions Indexes, and Risk Ratios
by Race/Ethnicity
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Calculating Relative Risk
The Idea
The Risk of Black SWD Being Suspended for More than 10
Days
Compared to
The Risk of All Other SWD Being Suspended for More than 10
Days
The Formula
(Example)
(Black SWD Suspensions ÷ Black SWD)
÷
[(Total SWD Suspensions – Black SWD Suspensions) ÷ (Total SWD – Black SWD)]
![Page 107: TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have](https://reader033.fdocuments.us/reader033/viewer/2022060221/5f077cea7e708231d41d3abf/html5/thumbnails/107.jpg)
Relative Risk Ratio: Suspensions
Write the Formula:
(Black SWD Suspension ÷ Black SWD)
÷
[(Total SWD Suspension – Black SWD Suspension)
÷
(Total SWD – Black SWD)]
Insert the numbers in the appropriate
places in the formula:
(___ ÷ ___)
÷
[(___ – ___)
÷
(___ – ___)]
Complete all of the operations inside the parentheses:
(______)
÷
[(___)
÷
(___)]
Divide inside the brackets:
______
÷
______
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Prepare to calculate
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Relative Risk Ratio: Suspensions
Write the Formula:
(Black SWD Suspension ÷ Black SWD)
÷
[(Total SWD Suspension – Black SWD Suspension)
÷
(Total SWD – Black SWD)]
Insert the numbers in the appropriate
places in the formula:
(20÷ 250)
÷
[(31– 20)
÷
(590– 250)]
Complete all of the operations inside the parentheses:
(0.0800)
÷
[(11)
÷
(340)]
Divide inside the brackets:
0.0800
÷
0.0324
=
2.46
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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Information check-in
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Indicator 4b
Risk Index
% of district in special
education
Composition Index
% of group in special education compared to overall
Relative Risk
Comparing risk
between groups
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Overall suspension
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Levels of Suspension Data Analysis
Level III
Level II
Level I Overall District Suspension Rate
Suspension rate, composition index and relative risk ratio by race/ethnicity
Suspension rate, composition
index and relative risk ratio by
race/ethnicity and gender
Suspension rate, composition
index and relative risk ratio by
race/ethnicity and infraction type
Suspension rate, composition
index and relative risk ratio by
race/ethnicity and consequence
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Level 1: Overall Risk
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Overall Risk
Suspension of Rate =
Number of students
suspended divided by
total number of students
times 100
Suspension of Rate =
_______÷_______ x 100
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Overall Risk
Suspension Rate =
Number students
suspended divided by
total number of students
times 100
Suspension Rate =
210 ÷ 2000 x 100 = 10.5%
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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Level 2: Risk Indexes, Compositions
Indexes, and Risk Ratios by
Race/Ethnicity
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Risk Indexes by Race/Ethnicity
Observed Suspension Rate by Race/Ethnicity
Classification Rate by
Race/Ethnicity =
Number of students
suspended in a
racial/ethnic group
divided by Total
number of students in
the same
racial/ethnic group
multiplied by 100
Black Hispanic White Asian Total*
A. Number
students
Suspended #
suspended
#
suspended
#
suspended
#
suspended
Total #
suspended
B. District
Enrollment
# classified # classified # classified # classified Total #
classified
C. Risk
Index
A/B x 100 A/B x 100 A/B x 100 A/B x 100 A/B x 100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷
=
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Prepare to calculate
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Risk Indexes by Race/Ethnicity
Observed Suspension Rate by Race/Ethnicity
Classification Rate by
Race/Ethnicity =
Number of students
suspended in a
racial/ethnic group
divided by Total
number of students in
the same
racial/ethnic group
multiplied by 100
Black Hispanic White Asian Total*
A.
Students
Suspended
95 60 45 0 210
B.
Observed
SWD
500 300 1000 200 2000
C.
Risk Index
19% 20% 4.5% 0.00% 10.5%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
–
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Level 2: Risk Indexes, Compositions
Indexes, and Risk Ratios by Race/Ethnicity
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Composition Indexes of Suspensions by
Race/Ethnicity
Number of students in a
racial group divided by
Total number of
students multiplied by
100
Compared to
Number of suspended
students in a racial
group divided by Total
number of suspended
students multiplied by
100
Composition Index of SWD in the District
Black Hispanic White Asian Total*
SWD Enrollment A
# classified
B
# classified
C
# classified
D
# classified
E
Total #
classified
SWD
Composition A/E x 100 B/E x 100 C/E x 100 D/E x 100
Composition Index of SWD Suspended for More than 10 Days
Black Hispanic White Asian Total*
Suspended SWD A
#
Suspended
B
#
Suspended
C
#
Suspended
D
#
Suspended
E
Total #
Suspended
Suspended
SWD
Composition
A/E x 100 B/E x 100 C/E x 100 D/E x 100
* Multiracial/Multiethnic and Native American Students are represented in the Totals
÷ =
÷ =
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Prepare to calculate
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Composition Indexes of Suspensions by
Race/Ethnicity
Number of students in a
racial group divided by
Total number of
students multiplied by
100
Compared to
Number of suspended
students in a racial
group divided by Total
number of suspended
students multiplied by
100
Composition Index of students in the District
Black Hispanic White Asian Total*
Enrollment 500 300 1000 200 2000
Composition 25% 15% 50% 10%
Composition Index of students Suspended
Black Hispanic White Asian Total*
Suspended 95 60 45 0 210
Suspended
Composition 45% 28.5% 21.4% 0.00%
* Multiracial/Multiethnic and Native American Students are represented in the Totals
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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Level 3: Risk Ratios by Race/Ethnicity
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Calculating Relative Risk
The Idea
The Risk of Black student Being Suspended
Compared to
The Risk of All Other students Being Suspended
The Formula
(Example)
(Black student Suspensions ÷ Black enrollment)
÷
[(Total student Suspensions – Black student Suspensions) ÷
(Total enrollment– Black enrollment)]
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Relative Risk Ratio: Suspensions
Write the Formula:
(Black student Suspension ÷ Black student enrollment)
÷
[(Total student Suspension – Black student
Suspension)
÷
(Total enrollment– Black enrollment)]
Insert the numbers in the appropriate
places in the formula:
(___ ÷ ___)
÷
[(___ – ___)
÷
(___ – ___)]
Complete all of the operations inside the parentheses:
(______)
÷
[(___)
÷
(___)]
Divide inside the brackets:
______
÷
______
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Prepare to calculate
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Relative Risk Ratio: Suspensions
Write the Formula:
(Black student Suspension ÷ Black student enrollment)
÷
[(Total student Suspension – Black student
Suspension)
÷
(Total enrollment– Black enrollment)]
Insert the numbers in the appropriate
places in the formula:
(95÷ 500)
÷
[(210– 95)
÷
(2000– 500)]
Complete all of the operations inside the parentheses:
(0.19)
÷
[(115)
÷
(1500)]
Divide inside the brackets:
0.19
÷
0.076
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Examining your results
• What did you notice?
– What patterns are
emerging and what
possible problems are
becoming apparent?
• Critical Analysis
– What are the possible
explanations for your
findings?
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EXAMINING PROCESS DATA
AS WELL
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What to Look For…
Quantitative Data
Description of Data Reason for Data Collection
Critical Questions
Discipline Referrals
A representative sample of discipline records by building, race, gender, incident type, and response to incident
Analyze patterns in the reason for referrals by race and gender, and the response by incident type
Is one group of students being referred for different disciplinary reasons compared to all other students? For example, boys and girls, Black and White, etc.
Early Intervention Referrals
A representative sample of early intervention records by building, race, gender, student need, intervention provided, and outcome
Look at the types of programs offered; Assess the quality of the record keeping around intervention; Analyze patterns in the reason for referrals by race and gender
Are data being maintained in a way that supports the intervention process? Are the specific academic needs that can be addressed at the classroom level? Is one group being referred for different reasons than other groups?
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Policy Documents
Policies Description of Data Reason for Data
Collection
Critical Questions
Discipline
policy (building
and district
level)
School and district
conduct manuals
Analyze school
discipline
policies
Are discipline policies
clearly defined?
How are students and
staff made aware
discipline policies?
How are expected
behavioral norms
taught?
District/School
procedures for
identifying,
referring, and
classifying
students
Procedures and
rates for intervention
identification,
referrals for special
education, and
classification of
students as disabled
(including the
membership team)
Analyze the
school special
education
policies
Are the policies aligned
with the intent of the
program?
Are the teams
appropriately staffed?
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Practice documents
Programs/ Practices Data
Description of Data Reason for Data Collection Critical Questions
Disciplinary Practices
Sample discipline referral form
Examine the type of information collected on the form, and discuss how the form is used
What information is gathered?
How do these forms shape the discipline process?
Sample behavior plans Examine the quality of the behavior plans
Do the plans use research based strategies?
How well are the plans implemented?
Programs targeted to reduce dropout rate
Program implementation documents by building
Enumerate the programs provided to students at risk of dropping out
How are the programs defined?
Who do the programs serve? Do the programs focus on remediation with acceleration?
Pre-Referral/Early Interventions
Intervention program intervention documents (curricula, attendance, etc.) by building
Enumerate the programs provided to students at risk of dropping out
How are the programs defined?
Who do the programs serve? What are the entrance and exit criteria?
Home-School Connection
Sample flyers, newsletters, and letters sent to parents
Examine types of family outreach How are families engaged by the school?
Teacher Professional Development
List of current professional development for general education and special education teachers
Enumerate the professional development opportunities for teachers; Examine the topics of professional development opportunities provided to teachers
How are professional development opportunities chosen and do they align to district needs?
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Information check-in
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Overall Suspension
Risk Index
% of district in special
education
Composition Index
% of group in special education compared to overall
Relative Risk
Comparing risk
between groups
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IDENTIFYING
DISPROPORTIONALITY IS JUST
THE BEGINNING OF THE DATA
PROCESS
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Review of Common Causes
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Common Causes
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Common Causes of Disproportionality
Disproportionality Instruction,
Curriculum and Assessment
Interventions and Referral
Process
Discipline Policies and
Practices Tracking
Teacher Expectations
and Misconceptions
Cultural Dissonance
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Gaps in the Instruction, Curriculum
and Assessment
Cause • Differentiated
instruction as common professional development – inconsistency in capacity building and instructional fidelity.
• Curricular development varies by content
Remedy • Identification and sustained
implementation of
appropriate reading and
math core program that is
sequenced K-12
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Gaps in Instruction, Curriculum and
Assessment
Cause • Limited use of
assessment • Limited
understanding of assessment data – poor interpretation of diagnostic data and translation into intervention/strategies
Remedy • Sequenced and sustained
support for non-tenured
and tenured teaching staff
to build ability to effectively
implement curriculum and
assessment
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Gaps in Interventions for Struggling
Learners
Cause • Range of
interventions with
limited fidelity
Remedy • Identification and
implementation of
targeted intervention
programs (i.e.,
research-based) for
students
demonstrating
academic difficulty
while core curriculum
program is re-
developed.
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Gaps in Interventions for Struggling
Learners
Cause • Overabundance of
interventions (e.g., reading recovery, read 180, fundations, etc.) for struggling learners – limited structured as to when and how to best apply.
Remedy
• Tiered system of
academic
supports for
struggling
learners,
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Referral Process
Cause • Referrals primarily
maintain limited information on prior interventions
• Referral teams unsure what to provide after “interventions” have been provided
Remedy
• Development of a
common process
and form for pre-
referral
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Discipline policies and practices
• Suspension as an
intervention
• Classroom or school
removal as part of
“get tough” policy
and practice
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Discipline policies and practices
• Poor reinforcement
and consistency in
replacement
behavior programs
• A lack of a gradating
system of discipline
• Remedy: fairness in
disciplinary
consequences
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Cultural dissonance within school
environment
Cause
• Cultural capacity of instructional support teams limited
• Teacher beliefs and behaviors view students of color and low-income students as anti-intellectual
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Cultural dissonance within school
environment (cont)
• Situating of “poverty-induced traits” as expressions of learning or emotional disability.
• Marginalization of the developmental expressions and competencies of low-income and minority students
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Common Remedies
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Encourage difficult dialogues
• Reading groups
• Volunteer work with diverse groups
• Encourage race conversations with kids
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SAMPLE REFERRAL FORM
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SAMPLE REFERRAL DECISION
TREE
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Sample Decision Tree
1. All students are screened
2. Moderate to high risk students are diagnosed using
DRA2
3. High risk students are recommended for the AIS (accelerated intervention service)
No further assessments are required for low risk
I&RS provides teacher with support to assist in
addressing the needs of moderate and low risk
students
4. I&RS reviews informal and formal evidence submitted by
the Gen Ed. Teacher and uses established criteria to
determine eligibility
Students who do not meet AIS criteria qualify for “other”
Continued supports are given to
students not making adequate progress
7. Students making adequate progress
exit AIS
5. Delivery of instruction is initiated and progress
monitored for students who qualify for AIS
6. I&RS reviews ISPs and assessments at specified
interval in order to determine continued eligibility
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Information Check-In
• All students What students are screened?
• Formal and informal data
What types of information does the team review?
• Return to classroom What happens when students
make progress?
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Resources
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Summary
• Develop a
district/school-wide
team
• Conduct an
analysis of
disproportionality
rates
• Conduct a survey
of cultural
responsive
practices
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Metropolitan Center for Urban Education
New York University
www.steinhardt.nyu.edu/metrocenter