Addressing Significant Disproportionality: Fiscal Webinar

1. Significant Disproportionality Fiscal Webinar

2. Contents 01 What If My District Has Been Identified? 02 Fiscal Requirements for Identified Districts 03 Consolidated Individuals with Disabilities Education Act (IDEA) Application CONTENTS 04 Significant Disproportionality Resources

3. 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

4. What If My District Has Been Identified? What If My District Has Been Identified? 01

5. IDEA Requirement • Each state must examine data to determine if significant disproportionality based on race and ethnicity is occurring in the State and in school districts with respect to– 1) the identification of children as children with disabilities, including in specific disability categories; 2) the placement in particular educational settings; 3) the incidence, duration, and type of disciplinary removalsfrom placement, including suspensions and expulsions. 34 CFR § 300.646(a)(1)-(3)

6. DESE must calculate disproportionality with respect to…

7. 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 Comprehensive Coordinated Early Intervening Services (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 • Age 3 through grade 12 • Students with or without disabilities • Identify and address factors that may be contributing to significant disproportionality

8. How will DESE calculate identify? • SY 2018-2019: For each of the 7 racial/ethnic groups in each of these 14 categories, DESE will calculate a risk ratio (or alternate risk ratio), and flag those districts whose risk ratio or alternate risk ratio is 5.0 or greater for each of the past 3 years. • SY 2019-2020: For each of the 7 racial/ethnic groups in each of these 14 categories, DESE will calculate a risk ratio (or alternate risk ratio), and flag those districts whose risk ratio or alternate risk ratio is 4.0 or greater for each of the past 3 years.

9. Identification Plans • MA DESE plans to notify and provide data to all LEAs during Summer 2018-2019 • Current MA DESE plan for notification and provision of data, but possible changes if we receive different guidance from OSEP and USED

10. Fiscal Requirements for Identified Districts Fiscal Requirements for Identified Districts 02

11. Comprehensive Coordinated Early Intervening Services • Districts identified with significant disproportionality are required to reserve 15 percent of their total IDEA Part B funds (Fund Code 240 + Fund Code 262) to provide for comprehensive Coordinated Early Intervening Services (comprehensive CEIS) • Comprehensive CEIS must address factors contributing to the significant disproportionality 34 CFR § 300.646(d)

12. Comprehensive Coordinated Early Intervening Services • Comprehensive CEIS includes a board range of activities that may include professional development and educational and behavioral evaluations, services and supports.

13. Comprehensive Coordinated Early Intervening Services • Comprehensive CEIS must identify and address the factors contribute to the significant disproportionality, among other identified factors: • a lack of access to scientifically based instruction; • economic, cultural, or linguistic barriers to appropriate identification or placement in particular educational settings; • inappropriate use of disciplinary removals; • lack of access to appropriate diagnostic screenings; and • differences in academic achievement levels.

14. Comprehensive Coordinated Early Intervening Services • Comprehensive CEIS must: • address a policy, practice, or procedures it identifies as contributing to the significant disproportionality, including a policy, practice or procedures that results in a failure to identify, or the inappropriate identification of, a racial or ethnic group(s).

15. Comprehensive Coordinated Early Intervening Services • Comprehensive CEIS may: • serve children from age three through grade 12, • serve children particularly, but not exclusively, in the group(s) that was significantly over-identified, • include children who are not currently identified as needing special education or related services but who need additional academic and behavioral supports to succeed in a general education environment; and children currently identified as needing special education or related services. • Funds may be used primarily, but not exclusively, to support currently eligible students.

16. Timeline

17. Consolidated Individuals with Disabilities Education Act (IDEA) Application Consolidated Individuals with Disabilities Education Act (IDEA) Application 03

18. Consolidated Individuals with Disabilities Education Act (IDEA) Application

19. Consolidated Individuals with Disabilities Education Act (IDEA) Application

20. Consolidated Individuals with Disabilities Education Act (IDEA) Application

21. Consolidated Individuals with Disabilities Education Act (IDEA) Application

22. Consolidated Individuals with Disabilities Education Act (IDEA) Application

23. Consolidated Individuals with Disabilities Education Act (IDEA) Application

24. Consolidated Individuals with Disabilities Education Act (IDEA) Application

25. Significant DisproportionalityResources Significant Disproportionality Resources 04

26. 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/

27. 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

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

29. Center for IDEA Fiscal Reporting (CIFR):Comprehensive Coordinated Early Intervening Services • https://cifr.wested.org/resources/ceis/ceis-step-by-step/

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

31. Questions • What are you left wondering? • What questions do you have about how comprehensive CEIS funds can be used?

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