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Significant Disproportionality

This resource explains the concept of significant disproportionality in education, why it is important to measure it, and the regulations and requirements for identifying and addressing it. It provides examples and calculations for risk ratios and alternate risk ratios, and outlines the responsibilities of districts and education authorities.

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Significant Disproportionality

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  1. Significant Disproportionality

  2. CONTENTS 01 Significant Disproportionality: Why We Measure it and What it Means 02 Identification of Districts 03 Requirements and Responsibilities 04 Significant Disproportionality Resources

  3. Significant Disproportionality:Why We Measure it and What it Means 01

  4. Why are we addressing significant disproportionality? 1.7X 1.9X African American students with disabilities in MA are 1.7 times as likely to receive a disciplinary removal than all other students with disabilities Hispanic students in MA are 1.94 times as likely to be identified as a student with an Intellectual Disability than students in other racial/ethnic groups “…we need to address racial and ethnic disparities in special education. This important step forward is about ensuring the right services get to the right students in the right way.” — Former US Secretary of Education John B. King Jr. Source: https://www.ed.gov/news/press-releases/fact-sheet-equity-idea

  5. New Significant Disproportionality Regulations

  6. IDEA and Disproportionality • IDEA requires that states determine disproportionality in respect to: • identification of children as children with disabilities and in six specific disability categories • placement in particular educational settings of such children • disciplinary actions including the incidence, duration, and type, includes both suspensions and expulsions. Source: https://sites.ed.gov/idea/files/significant-disproportionality-qa-03-08-17.pdf

  7. Identification of Districts 02

  8. DESE must calculate disproportionality with respect to…

  9. Risk Ratio and Alternate Risk Ratio • Risk ratio • comparison between the likelihood that students in a particular racial/ethnic group within an LEA will experience a specific outcome (identification, placement, or discipline), compared to the likelihood that students in all other racial/ethnic groups with an LEA will experience the same outcome • Alternate risk ratio • Used if comparison group is too small • comparison between the likelihood that students in a particular racial/ethnic group within an LEA will experience a specific outcome (identification, placement, or discipline), compared to the likelihood that students in all other racial/ethnic groups across the state will experience the same outcome

  10. For each of these categories, states must calculate a RISK RATIO. RISK RATIO Example: 80 African American children identified ÷ 400 total African American children in LEA _______________________________________________________________________ 200 non-African American children identified ÷ 2,000 total non-African American children in LEA Risk ratio: 2.0 (80/400) / (200/2000) = 0.2 / 0.1 = 2.0 African American students in district A are 2.0 times as likely to be identified as a student with a disability, compared to students in all other racial and ethnic groups in the district.

  11. For districts where the comparison group is small, states must use an alternate risk ratio. ALTERNATE RISK RATIO Example: 80 African American children identified ÷ 400 total African American children in LEA _______________________________________________________________________ 150,000 non-African American children identified across the state ÷ 900,000 non-African American children across the state Risk ratio: 1.2 (80/400) / (150,000/900,000) = 0.2 / 0.17 = 1.2 African American students in district B are 1.2 times as likely to be identified as a student with a disability, compared to students in all other racial and ethnic groups across the state.

  12. Identification of Disproportionality • States have flexibility to set: • Risk ratio threshold • Minimum cell size and n size • Number of years of historical data • Definition of “reasonable progress”

  13. Significant Disproportionality Requirements and Responsibilities DESE Identified LEAs • With stakeholder input, select method for measuring and identifying significant disproportionality • Identify LEAs • Ensure identified LEAs: • Use 15% of IDEA funds for CCEIS • Review policies, practices and procedures (PPPs) • Publically report on any changes to PPPs • Support LEAs in identifying and addressing factors that may be contributing to significant disproportionality • Review of PPPs • Publicly report revisions of PPPs • Reserve 15% of IDEA funds for CCEIS • Ages 3-21 • Students with or without disabilities • Identify and address factors that may be contributing to significant disproportionality

  14. Requirements and Responsibilities 03

  15. Timeline

  16. Significant Disproportionality Calculations and Data • Summer 2019 (SY19-20) • Calculate risk ratio for all 14 categories • Threshold of 4.0 in each category • Minimum cell size of 6, minimum N size of 20 • Use 3 years of historical data • Summer 2020 (SY20-21) • Calculate risk ratio for all 14 categories • Gradually lower thresholds in each category • Cell size, minimum N size and use of 3 years of historical data remain the same

  17. Planned Webinars

  18. Webinars, Identification and Supports Planned Webinars Significant Disproportionality Identification and Supports

  19. Timelines and Identification • MA DESE plans to notify and provide data to all LEAs • These are current MA DESE plans/timelines, but possible changes if we receive different guidance from OSEP and USED

  20. Significant DisproportionalityResources 04

  21. Significant Disproportionality Resources • IDEA Data Center (IDC): Equity Requirements • https://ideadata.org/equity-requirements/files/resources/59088ede150ba0dd678b4573/5912042f150ba01b1a8b456b/idc-equity-comparison/2017/05/09/idc-equity-comparison.pdf • IDEA Significant Disproportionality: Essential Questions and Answers • https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/significant-disproportionality-qa-03-08-17.pdf • CIFER Center for IDEA Fiscal Reporting (CIFER):Comprehensive Coordinate Early Intervening Services • https://cifr.wested.org/resources/ceis/ceis-step-by-step/ • IDC Success Gaps Toolkit • https://ideadata.org/toolkits/

  22. Equity Requirements in IDEA • https://ideadata.org/equity-requirements/files/resources/59088ede150ba0dd678b4573/5912042f150ba01b1a8b456b/idc-equity-comparison/2017/05/09/idc-equity-comparison.pdf

  23. IDEA Significant Disproportionality: Essential Questions and Answers • https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/significant-disproportionality-qa-03-08-17.pdf

  24. IDC Success Gaps Toolkit • https://ideadata.org/toolkits/

  25. Questions • What are you left wondering? • What questions do you have about Significant Disproportionality?

  26. THANK YOU specialeducation@doe.mass.edu • www.doe.mass.edu • 75 Pleasant Street, Malden, MA 02148

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