The LAUSD Story:

1. Los Angeles Unified School District The LAUSD Story: Efforts in the Los Angeles Unified School District to Reduce the Over-representation of Culturally and Linguistically Diverse Students in Special Education April 18, 2013 CASP Spring Conference Sacramento, CA Alnita Rettig Dunn, PhD, LEP Division of

2. The LAUSD Story: An Urban School District’s Approach to Disproportionality • LAUSD Board Approved Policy • Modified Consent Decree (MCD) • Psychological Services Department Leadership • Multilevel Approach to Disproportionality • Administrative Support & Training • University Partners • Data Gathering Foundation

3. Modified Consent Decree (MCD)Outcome 18 - Disproportionality 90% of African American students identified as emotionally disturbed during an initial or triennial evaluation, will demonstrate evidence of a Comprehensive Evaluation (CE) as defined by the Independent Monitor and consideration for placement in the least restrictive environment as determined by the Independent Monitor.

4. What were some of the data that influenced the MCD directive?

5. Percent Referred by Local District2001/2002

6. Special Education Enrollment by Eligibility Source: CASEMIS December, 2001

7. Enrollment by Ethnicity Other refers to Asian, Native American, Filipino, and Pacific Islander, Source: CASEMIS 12/01 and Preliminary Ethnic Survey. Planning, Assessment , and Research, School Information Branch, 2001-2002

8. Percentage of an Ethnic Group Identified as Special Education Other refers to Asian, Native American, Filipino, and Pacific Islander, Source: CASEMIS 12/01 and Preliminary Ethnic Survey. Planning, Assessment , and Research, School Information Branch, 2001-2002

9. Ethnic Composition of District Special Education and Total District Student Population Total District Student Population (Including Special Education Population) Special Education ED Population Total Population: 3,902 Total Population: 736,675 Other refers to Asian, Native American, Filipino, and Pacific Islander, Source: CASEMIS 12/01 and Preliminary Ethnic Survey. Planning, Assessment , and Research, School Information Branch, 2001-2002

10. Percent of African American Special Education and ED Population

11. Growth in Number of Students in Special Education with SLD Eligibility from 2000 to 2001 Source: CASEMIS December 2001

12. Growth in Number of Students with SLD Eligibility Placed in Special Education per Year

13. Enrollment in Special Education by Ethnicity Other refers to Asian, Native American, Filipino, and Pacific Islander, Source: CASEMIS 12/01 12/02, 12/03and Ethnic Survey. Planning, Assessment , and Research, School Information Branch, 2001/2002/2003

14. Percent of African American Total District, Special Education, and ED Populations Source: CASEMIS 12/01 12/02 and Ethnic Survey. Planning, Assessment , and Research, School Information Branch, 2001/2002

15. Percent of African American Total District, Special Education, and MR Populations Source: CASEMIS 12/01 12/02 and12/03 Ethnic Survey. Planning, Assessment , and Research, School Information Branch, 2001/2002

16. A Multilevel Approach for Decreasing Over-Representation SPECIAL EDUCATION OUTCOMES ELIGIBILITY & PLACEMENT QUALITY ASSESSMENT REFERRAL PROCESS EARLY INTERVENTION & PREVENTION SUPPORTIVE SCHOOL CLIMATE A.Dunn, LAUSD, CASP April 2013

17. Administrative Supportand Trainings Based on District Organization Communications Local District Superintendent Communications & Training Local District Director of Instruction Other Hierarchy Local School School Psychologists Principal/Administrative Teams Training Administrative Support Associate Superintendent, Div. of Special Education and District Director of Psychological Services

18. University Partnerships: Historic components of LAUSD Psychological Services Department Service Delivery • Chapman University • California State University, Long Beach • California State University, Los Angeles • California State University, Northridge • Loyola Marymount University • Louisiana State University • Georgia State University • University of California Santa Barbara • University of South Carolina • University of Washington

19. Data driven decision-making has historically been an important factor in the Psychological Services Department’s service delivery

20. For example, LAUSD School psychologists participated in experimentally designed studies when making decisions regarding how to become involved in literacy interventions. So, using data in meeting Outcome 18 was not a novel activity.

21. What did Outcome 18 require?Outcome 18 of the MCD requires systematic interventions be implemented for students suspected of Emotional Disturbance • LAUSD POLICY Bulletin 2075: • Establishment and Documentation of • Intervention Procedures for Students • Suspected of Emotional Disturbance

22. Outcome 18 of the MCD requires that a Comprehensive Evaluation be conducted for students referred for special education and suspected of Emotional Disturbance • LAUSD Policy Bulletin 1309: • Comprehensive Evaluation for Students • Suspected of Emotional Disturbance (ED)

23. Outcome 18 of the MCD requires specified parent participation at IEP meetings for students suspected of Emotional Disturbance LAUSD Policy Bulletin 4182.1 Parent Participation at Individualized Education Program (IEP) Meetings for Students Suspected of Emotional Disturbance

24. What are the components of a Comprehensive Evaluation? Section 1: Review of pre-referral and referral interventions for students initially referred for special education – 7 items

25. What are the components of a Comprehensive Evaluation? (cont’d) Section 1: Review of pre-referral and referral interventions • For students currently receiving special education services – 4 items

26. Prevention/Intervention Plan Goal: Provide a system of organized prevention, early intervention, and assistance for students that is cyclical in nature. Parents need be contacted as soon as students are identified and throughout the process. Student Begin to develop an ongoing record (Student Learning Plan) to document and monitor goals for intervention established for the student and outcomes. Identification/Pre-Screening Language Health and Human Services  Behavioral  Academic (Literacy) Student Support Case Conference Approach – Instructional Support Team (Grade Level Team) – Personnel Resources (LAT, administrator, PSA, etc.) In-class strategies for instruction and intervention • Other Intervention • Extended Day • Behavioral, PSA, Health • Evaluate Effectiveness • First Teaching • In-class strategies for Intervention • School Designed Intervention • ELP/ELAP • Summer School Intersession/ELILP • (Focused and strategic) Exit Intervention Repeat process to provide additional time and strategies. Refer to Student Success Team or an Equivalent Model (This includes additional support personnel, expanded interventions, and prior modifications of the preceding steps) Instruction • In-class strategiesfor intervention • Other Intervention • School Designed Intervention • ELP/ELAP • Summer School Intersession/ELILP • (Focused and strategic) • Re-assess • Remain in Intervention • Reconvene SST • Re-assess • Exit Intervention Not Eligible 504 Referral for Assessment (Should trigger new prescription.) Special Education

27. Monitor progress of interventions before referring any studentWhat kinds of data should be monitored? Examples of Benchmark Data: Student Online Assessment Reports Open (SOAR) Edusoft Reports (Mathematics) Examples of Other Progress Monitoring Data: (CBM) Curriculum Based Measurements Example: Intervention programs CBM measurements Targeted Behavior Measurements Example: Functional Beh. Support Data

28. What are the components of a Comprehensive Evaluation? (cont’d) Section 2: Assessment • Health • Academic • Cognitive or general ability • Multi-disciplinary social-emotional • Comprehensive behavioral evaluation

29. What are the components of a Comprehensive Evaluation? (cont’d) Section 3: Determination of ED eligibility • Comprehensive ED eligibility statement identifying specific areas of eligibility as per IDEA • Consideration of exclusionary criteria and other relevant factors • Justification of co-morbid disabilities (Explanation and validation for more than one eligibility

30. What are the components of a Comprehensive Evaluation? Section 4: IEP Team Recommendations • Consideration of a Behavior Support Plan (BPS) • IEP team considerations for placement in the least restrictive environment, including appropriate supports and modifications to ensure participation in the LRE, with responsible personnel • Consideration of DIS counseling services • Counseling goals • Parent participation at the IEP meeting

31. Monitoring Quality of Comprehensive Evaluations Suspected ED case Case is checked to determine which components are present Each LAUSD Psychological Services office compiles data of ED cases in their region Data are submitted to Central Psych Office. Report is developed monthly. Data reports of each Psychological Services Office are shared/published among departments.

32. EXAMPLE OF DATA ANALYSIS Components of the Comprehensive Evaluation 57.7% Process Areas where LAUSD Failed to Meet Benchmark PART 1-A Initially Referred Students: • Initial intervention meeting (SST, intervention team, other). • Follow-up meeting. • How the parent was involved in the intervention process (attended SST, attended intervention meeting, conference). • “Student is being considered for the Emotionally Disturbed eligibility category.” Assessment Plan

33. Documentation of Interventions Bulletin 2075: Attachment A Refer to Bulletin 2075 Attachment A The use of Attachment A is an excellent way to document the progress of interventions

34. Documentation of Interventions Bulletin 2075: Attachment A Refer to Bulletin 2075 Attachment A • Area of concern • Referred by • Review date  Parent Participation --Attended SST ---Conference ---Other • Method of review of data SST  Dept Meeting • Grade level meeting Other • Small learning community • Specific intervention proposed

35. Components of the Comprehensive Evaluation Process Areas where LAUSD Failed to Meet Benchmark 66.1% PART 1-B Students Already Receiving Special Ed Services: • Consideration of a Behavior Support Plan (which means that the student should have already had one on the existing IEP) • “Student is being considered for the Emotionally Disturbed eligibility category.” Assessment Plan EXAMPLE OF DATA ANALYSIS

36. Components of the Comprehensive Evaluation Process Areas where LAUSD Failed to Meet Benchmark 89.4% PART 2 Assessment • Health assessment • We are at 89.4% almost meeting this benchmark! EXAMPLE OF DATA ANALYSIS

37. Components of the Comprehensive Evaluation We are meeting this component!! 93%!!! PART 3 Determination of ED Eligibility Remember that a formal academic assessment is required. EXAMPLE OF DATA ANALYSIS

38. Components of the Comprehensive Evaluation Process Areas where LAUSD Failed to Meet Benchmark 73.5% PART 4 IEP Team Recommendations • Parent participation at IEP meetings • Attendance is preferred • Parents may now participate via teleconference EXAMPLE OF DATA ANALYSIS

39. Documenting Components of a Comprehensive Evaluation Remember to: • Document the initial intervention meeting (SST, intervention team, other). • Document the follow-up meeting. • Document how the parent was involved in the intervention process (attended SST, attended intervention meeting, conference).

40. Documenting Components of a Comprehensive Evaluation • For students identified as ED, the parent must attend the IEP meeting, or participate by way of teleconference during the entire meeting.

41. Results of Disproportionality Efforts Number and Percentage of students with ED by Race/Ethnicity and School Year

42. Number of Students with ED by Race/Ethnicity and School Year

43. Progress since 2003-04 at Inception of Outcome 18 • 41.2% decrease of African American students identified as ED • Consistent and considerable reductions for in ED for ALL students • LAUSD met the requirements of Outcome 18 Disproportionality • These were first steps toward finding solutions, and the efforts continue.

44. What Worked • Using data to describe the problem • Emphasis on behavioral and academic interventions before assessing for special education services • Publishing progress toward achievement among other departments (other than psychologists) • School presentations conducted by psychologists on the need for providing interventions • Using data from each Psychological Services Department to motivate school psychologists • Emphasis on motivation

45. If you want to move people, it has to be toward a vision that’s positive for them, that taps important values, that gets themsomething they desire, and it has to be presented in a compelling way that theyfeel inspired to follow.Martin Luther King, Jr.