TEA State Performance Plan: Technical Assistance Plan for ... · Technical Assistance Plan for Disproportionality ... ethnic diverse populations in special education programs have

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/

Insert Picture of Workbook

Outcomes of Webinar

Understand the purpose of the tool

Understand team and process necessary for using

tools

Understand common causes of disproportionality

Five Sections of Webinar

Review TEA Disproportionality Book

Outline team building

Review Data Analysis Workbook

Developing a Plan

Common Causes of Disproportionality

Disproportionality Is:

• Over-representation

of students

• Under-representation

of students

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

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

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.

http://specialed.esc1.net/tidrse/site/default.asp

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

http://specialed.esc1.net/15711052611291693/site/default.asp

http://specialed.esc1.net/15711052611291693/site/default.asp

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

Step 1: Building a disproportionality team

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

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

Information check-in

Why is a team necessary?

School/district wide buy-in

Different practices based

on roles

Disproportionality is a race-based

outcome

Step 2: Data Driven Root Cause Process

Insert Picture of TEA Book

Provide different formulas

Encourage Examining Process

Encourage conversation on

cultural differences

Build interpretation capacity

How can these tools help identify disproportionality issues?

Indicator 9

• The over-identification of

culturally and linguistically

diverse (CLD) students as

disabled or under-

identification as gifted

and/or talented.

Indicator 10A

• The over-identification of certain CLD populations in specific special education categories, such as ED, LD, SLI, MR or OHI

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

Disproportionality indicator quiz

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?

Three Methods of Calculating

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

Three Methods

Relative Risk Ratio

Composition

Risk Index

Risk Index

• Rate or amount of

risk students of a

particular

racial/ethnic group

have of falling into a

particular category

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

Relative Risk Ratios

• Risk for one group in

relation to the risk for all

other groups

Relative Risk Ratios (cont.)

1.0 Equal Risk

Above 1.0 Elevated Risk

Below 1.0 Lower Risk

Analysis Tools

• Special Education

and Suspension data

• Calculator

• Blank sheets of

paper

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

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

Sample worksheet: Disability Categories


A.

Number

SWD #

classified

#

classified

#

classified

#

classified

Total #

classified

B.

Number

ED, LD,

SLI, or

OHI

#

enrolled

#

enrolled

#

enrolled

#

enrolled

Total #

enrolled

Sample worksheet: Suspension


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

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


• Do you need

to do all three

methods of

calculations?

• What is

considered a

high relative

risk ratio

rate?

• How does IDEA

2004 outline

disproportionality?

Indicator 9

GET READY FOR GOING

DEEPER

Level 1: Overall Risk

Overall Risk

Classification Rate =

Number SWD divided by

Total number of students

multiplied by 100


_______÷_______ x 100

Overall Risk


Number SWD divided by

Total number of students

multiplied by 100


550 ÷ 2000 x 100 = 29.50%

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?

Level 2: Risk Indexes, Compositions

Indexes, and Risk Ratios by

Race/Ethnicity

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

÷

=

Prepare to calculate




Race/Ethnicity =

Number of SWD in a

racial/ethnic group

divided by Total


the same

racial/ethnic group

multiplied by 100


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%





emerging and what


becoming apparent?




findings?



Race/Ethnicity

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


Total number of SWD

multiplied by 100

Composition Index of District


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


SWD Enrollment A

# classified

B

# classified

C

# classified

D

# classified

E

Total #

classified

SWD



÷ =

÷ =


Composition Indexes of Classifications by

Race/Ethnicity



Total number of


100

Compared to

Number of SWD in a


Total number of SWD

multiplied by 100

Composition Index of District


Total Enrollment 500 300 1,000 150 2000

District

Composition 25.00% 15.00% 50.00% 8.00%

Composition Index of SWD in District


SWD Enrollment 250 100 200 20 590

SWD

Composition 42.37% 16.95% 33.90% 3.39%





emerging and what


becoming apparent?




findings?

Level 2: Classification Rates,

Compositions Indexes, and Risk Ratios

by Race/Ethnicity

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

Interpreting risk

ABOVE 1.0 IS A RISK

1.0 EQUALS NO RISK

BELOW 1.0 IS A REDUCED RISK

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)]

Relative Risk Ratio: Classifications

Write the Formula:


÷



Insert the numbers in the appropriate

places in the formula:

(___ ÷ ___)

÷

[(___ – ___)

÷

(___ – ___)]

Complete all of the operations inside the parentheses:

(______)

÷

[(___)

÷

(___)]

Divide inside the brackets:

______

÷

______



Write the Formula:


÷





(250 ÷ 500)

÷

[(590 – 250)

÷

(2000 – 500)]


(0.5000)

÷

[(340)

÷

(1500)]


0.5000

÷

0.2267


New sample numbers

• Black SWD is 500

• Black enrollment is

1500

• Total SWD is 1000

• Total enrollment is

5000


÷

[(Total SWD – Black SWD)

÷

(Total enrollment – Black

enrollment)]




emerging and what


becoming apparent?




findings?


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

Indicator 10

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)


risk ratio by race/ethnicity and

setting

(Indicator 10B)


risk ratio by race/ethnicity and

gender


Overall Risk

Classification Rate of

disability type =

Number SWD of ED, LD,

SLI, and OHI divided by

Total number of SWD

multiplied by 100


_______÷_______ x 100

Overall Risk

Classification Rate of

disability type =

Number SWD of ED, LD,

SLI, and OHI divided by

Total number of SWD

multiplied by 100


350 ÷ 550 x 100 = 63.63%




emerging and what


becoming apparent?




findings?



Race/Ethnicity

Risk Indexes by Race/Ethnicity and Disability

Type


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


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


÷

=





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


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%





emerging and what


becoming apparent?




findings?

Level 3: Risk Ratios by Race/Ethnicity

Interpreting risk

ABOVE 1.0 IS A RISK

1.0 EQUALS NO RISK

BELOW 1.0 IS A REDUCED 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)]


Write the Formula:

(Black SWD disability type ÷ Black SWD enrollment)

÷

[(Total SWD disability type – Black SWD disability

type) ÷




(___ ÷ ___)

÷

[(___ – ___)

÷

(___ – ___)]


(______)

÷

[(___)

÷

(___)]


______

÷

______



Write the Formula:

(Black SWD disability type ÷ Black SWD enrollment)

÷

[(Total SWD disability type – Black SWD disability

type) ÷




(250 ÷ 500)

÷

[(590 – 250)

÷

(2000 – 500)]


(0.5000)

÷

[(340)

÷

(1500)]


0.5000

÷

0.2267

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)]




emerging and what


becoming apparent?




findings?


Indicator 10

Risk Index


education

Composition Index


Relative Risk

Comparing risk

between groups

Indicator 4b


Overall Risk

Suspension of SWD Rate

=

Number SWD suspended

for more than 10 days

divided by

total number of SWD times

100


=

_______÷_______ x 100

Overall Risk


=

Number SWD suspended

for more than 10 days

divided by

total number of SWD

times 100


=

31 ÷590 x 100 = 5.25%




emerging and what


becoming apparent?




findings?



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


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


÷

=



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


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%





emerging and what


becoming apparent?




findings?



Race/Ethnicity

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


SWD Enrollment A

# classified

B

# classified

C

# classified

D

# classified

E

Total #

classified

SWD


Composition Index of SWD Suspended for More than 10 Days


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


÷ =

÷ =


Composition Indexes of Suspensions of SWD

by Race/Ethnicity

Number of SWD in a racial


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



SWD Enrollment 250 100 200 20 590

SWD

Composition 64.52% 0.00% 32.26% 64.52%



Suspended SWD 20 0 10 0 31

Suspended

SWD

Composition

64.52% 0.00% 32.26% 0.00%





emerging and what


becoming apparent?




findings?

Level 3: Classification Rates,

Compositions Indexes, and Risk Ratios

by Race/Ethnicity


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)]

Relative Risk Ratio: Suspensions

Write the Formula:

(Black SWD Suspension ÷ Black SWD)

÷

[(Total SWD Suspension – Black SWD Suspension)

÷

(Total SWD – Black SWD)]



(___ ÷ ___)

÷

[(___ – ___)

÷

(___ – ___)]


(______)

÷

[(___)

÷

(___)]


______

÷

______



Write the Formula:

(Black SWD Suspension ÷ Black SWD)

÷

[(Total SWD Suspension – Black SWD Suspension)

÷

(Total SWD – Black SWD)]



(20÷ 250)

÷

[(31– 20)

÷

(590– 250)]


(0.0800)

÷

[(11)

÷

(340)]


0.0800

÷

0.0324

=

2.46




emerging and what


becoming apparent?




findings?


Indicator 4b

Risk Index


education

Composition Index


Relative Risk

Comparing risk

between groups

Overall suspension

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



race/ethnicity and infraction type



race/ethnicity and consequence


Overall Risk

Suspension of Rate =

Number of students

suspended divided by

total number of students

times 100

Suspension of Rate =

_______÷_______ x 100

Overall Risk

Suspension Rate =

Number students

suspended divided by

total number of students

times 100

Suspension Rate =

210 ÷ 2000 x 100 = 10.5%




emerging and what


becoming apparent?




findings?



Race/Ethnicity


Observed Suspension Rate by Race/Ethnicity


Race/Ethnicity =

Number of students

suspended in a

racial/ethnic group

divided by Total


the same

racial/ethnic group

multiplied by 100


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


÷

=



Observed Suspension Rate by Race/Ethnicity


Race/Ethnicity =

Number of students

suspended in a

racial/ethnic group

divided by Total


the same

racial/ethnic group

multiplied by 100


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%





emerging and what


becoming apparent?




findings?

–


Indexes, and Risk Ratios by Race/Ethnicity

Composition Indexes of Suspensions by

Race/Ethnicity



Total number of


100

Compared to

Number of suspended

students in a racial


number of suspended


100



SWD Enrollment A

# classified

B

# classified

C

# classified

D

# classified

E

Total #

classified

SWD




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


÷ =

÷ =


Composition Indexes of Suspensions by

Race/Ethnicity



Total number of


100

Compared to

Number of suspended

students in a racial


number of suspended


100

Composition Index of students in the District


Enrollment 500 300 1000 200 2000

Composition 25% 15% 50% 10%

Composition Index of students Suspended


Suspended 95 60 45 0 210

Suspended

Composition 45% 28.5% 21.4% 0.00%





emerging and what


becoming apparent?




findings?

Level 3: Risk Ratios by Race/Ethnicity


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)]


Write the Formula:

(Black student Suspension ÷ Black student enrollment)

÷

[(Total student Suspension – Black student

Suspension)

÷




(___ ÷ ___)

÷

[(___ – ___)

÷

(___ – ___)]


(______)

÷

[(___)

÷

(___)]


______

÷

______



Write the Formula:

(Black student Suspension ÷ Black student enrollment)

÷

[(Total student Suspension – Black student

Suspension)

÷




(95÷ 500)

÷

[(210– 95)

÷

(2000– 500)]


(0.19)

÷

[(115)

÷

(1500)]


0.19

÷

0.076




emerging and what


becoming apparent?




findings?

EXAMINING PROCESS DATA

AS WELL

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?

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?

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?


Overall Suspension

Risk Index


education

Composition Index


Relative Risk

Comparing risk

between groups

IDENTIFYING

DISPROPORTIONALITY IS JUST

THE BEGINNING OF THE DATA

PROCESS

Review of Common Causes

Common Causes

Common Causes of Disproportionality

Disproportionality Instruction,

Curriculum and Assessment

Interventions and Referral

Process

Discipline Policies and

Practices Tracking

Teacher Expectations

and Misconceptions

Cultural Dissonance

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

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

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.

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,

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

Discipline policies and practices

• Suspension as an

intervention

• Classroom or school

removal as part of

“get tough” policy

and practice

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

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

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

Common Remedies

Encourage difficult dialogues

• Reading groups

• Volunteer work with diverse groups

• Encourage race conversations with kids

SAMPLE REFERRAL FORM

SAMPLE REFERRAL DECISION

TREE

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

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?

Resources

Summary

• Develop a

district/school-wide

team

• Conduct an

analysis of

disproportionality

rates

• Conduct a survey

of cultural

responsive

practices

Thank you!

Eddie Fergus

[email protected]

mailto:[email protected]

Metropolitan Center for Urban Education

New York University

www.steinhardt.nyu.edu/metrocenter

http://www.steinhardt.nyu.edu/metrocenter