State Performance Plan
Technical Assistance System for Disproportionality:
A Plan for Districts
TEA Division of Federal and State Education Policy
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1.
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A collaborative project of the TEA Division of Federal and State Education Policy
and the Disproportionate Representation in Special Education project.
Table of Contents
Chapter 1: Introduction to the Technical Assistance System....................................................i
Texas’ Disproportionality Plan.......................................................................................1
Tiers of Support..............................................................................................................1
Getting Started: Overview of Tiers of Support..............................................................2
Chapter 2: Workbooks...........................................................................................................6
SPP Indicator 4b............................................................................................................8
SPP Indicator 9.............................................................................................................49
SPP Indicator 10...........................................................................................................49
Chapter 3:Implementation Plans............................................................................................80
Sample Improvement Plans.........................................................................................80
Sample Trainings to Address Specific Issues...............................................................80
Bibliography...........................................................................................................................80
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Chapter
1
Introduction to Texas’
Technical Assistance Plan
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. With the reauthorization of the Individuals with Disabilities Act (IDEA) 2004, Congress recognized the changes
to our society and its role to be responsive to the growing needs of an increasingly diverse society. The statute cited
the increase in minority children in our public schools and the discrepancies in the referral and placement of minority
children in special education programs. IDEA noted that “greater efforts are needed to prevent the intensification
of problems connected with mislabeling and high dropout rates among minority children with disabilities.”
The reauthorization of the Individuals with Disabilities Education Act (IDEA) 2004 identified disproportionality as
one of its five monitoring priorities for states. IDEA, Sec. 300.173 and Sec. 300.646 (Sec. 300.173 Overidentification
and Disproportionality; Sec. 300.646 Disproportionality), requires states to address significant disproportionality
where it occurs. States are instructed to collect and examine data to assess whether any racial/ethnic groups
are disproportionately represented in special education disability and educational environment categories.
Addressing the issues related to disproportionality require examining policies, procedures and practices for
serving students from culturally and linguistically diverse backgrounds. A review in terms of access to curriculum,
instruction, services, resources, classroom management and discipline and identification can lead to improvement
of educational services for students. The National Education Agency’s (NEA) (2007) recommendations for making
a difference in disproportionality found in Truth in Labeling: Disproportionality in Special Education include:
•
Offering early intervention services to address gaps in student achievement and school
behavior;
•
Employing a response to intervention (RtI) process (TEA website: http://www.tea.state.tx.us/
index2.aspx?id=5817 and National Center on RTI website: http://www.rti4success.org/);
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
•
•
•
•
•
•
Implementing schoolwide Positive Behavioral Support programs and enhancing classroom management
skills
(National PBIS Center website: www.pbis.org);
Increasing academic language proficiency to ensure English language learners grasp academic concepts;
Developing culturally responsive teaching skills within culturally appropriate curriculum;
Using authentic, culturally responsive assessment techniques;
Ensuring quality, early childhood education, and
Strengthening parental/family involvement and community partnerships
Truth in Labeling hyperlink
http://www.nea.org/specialed/images/truthinlabeling.pdf
Texas Disproportionality Plan
As part of its plan to address disproportionality, the Texas Education Agency contracted with Dr. Edward Fergus
(NYU) to develop a technical assistance delivery system. This service delivery system could serve as one model the
state could consider broadly and will include multiple tiers of services and assistance:
Tier 1: Broad-based general information
a)
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.
Tier 2: Focused assistance
a)
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/default.asp
b)
School Districts contract working with disproportionality experts. One of the ways Texas will provide technical assistance to the local educational agencies (LEAs) is to provide them with a list of experts in the field of disproportionality that they can use to help resolve compliance issues in this area. The list of experts will be included on the Disproportionality website.
Tier 3: District-Led review of policies and practices
a)
School districts use the Technical Assistance Plan outlined in this manual (See Chapter 2)
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Getting Started
LEAs that are working on disproportionality must develop a process for systems change that is designed to provide district
and school improvement teams with the knowledge and technical expertise to develop a deep understanding of problems,
issues, and concerns in their schools, and what data-driven means to address them. This process mirrors the No Child Left
Behind (NCLB) and Performance Based Monitoring and Intervention (PBMI) Texas State Improvement Plan:
(http://portal.esc20.net/portal/page/portal/NCLB/Improvement/NCLB_Improvement_Plans_2010_online.pdf) and http://
www.tea.state.etx.us/index2.aspx?id=2147495552&menu_id2=21474833712.
The technical assistance plan is based on a four-step process as shown in Figure 1.
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: Form Disproportionality Review Team
The four step process is work that is undertaken by a leadership team identified by each LEA. The leadership teams could
vary in size from 5-20 members depending on the size of the district. Potential members could include:
•
•
•
•
•
•
•
•
•
Superintendent (or representative, i.e., Asst. Supt., Pupil Services Director, etc.)
Building Leadership of each K-12 school
General Education and Special Education Teachers (elementary, middle and high school)
Program Leadership: ESL, Title Programs, Special Education, Guidance and Counseling, etc.
Representatives from teacher/intervention teams and special education review committees
Representatives of Board and union leadership
Parent(s) and/ or Local parent groups
Local college or university faculty
Local agencies or community groups that provide support to the LEA and/or students who are
disproportionately represented in special education programs
In addition to having a diverse representation of district roles and responsibilities, it is also important to maintain a district
team that reflects the racial/ethnic representation of the district. Within the manual starting in chapter 2, conversations
regarding disproportionality will involve answering the question, Why is our racial/ethnic minority population being
disproportionately affected by our policies, practices, and beliefs?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Ensuring a diverse representation of individuals on this team will allow for different perspectives to be considered
in the analysis and interpretation of data.
It’s important that this process begin with ascertaining buy-in throughout the district on disproportionality as a
critical equity issue to resolve. Throughout our work with districts, we developed and modified a general process
for getting this buy-in. Below are general steps to assembling district teams:
Step 1: Obtain the support of the superintendent and share process and time line. Then agree on process outcomes which involves answering for yourself the question, How do we know we are on track? Finally, agree on implementation process, for example, identify the number of hours for meeting, how to contact members, and most importantly when the root cause process is complete, how will the rest of the district be notified of the findings and upcoming changes.
Step 2: Develop a membership list of stakeholders. Then outline an outreach process that is inclusive not exclusive. Select participants who can productively participate and are open to considering the dimensions of disproportionality and can deliver the message back to their colleagues.
Step 2: Data-Driven Root Cause Identification
Once the leadership team is formed, the group begins implementation utilizing an action research cycle that is
composed of six interlocking parts; (1) identification of problem areas, concerns, or issues; (2) collection data
around these problems or concerns, (3) analysis and interpretation of data to inform instructional improvements
(4) creation and implementation of a data-informed intervention implementation, (5) reflection and evaluation
of the intervention effectiveness, (6) and modification and improvement the intervention. In this way, the action
research process is a practitioner driven problem solving tool. Moreover, the framework of this process is
transferable, having broad use by which LEAs can meet school, district, state, and national education goals.
The Root Cause Workbooks on State Performance Plan Indicators 4b , 9 and 10 will focus on using data to
assist district staff identify the root causes related to their disproportionality rates. The details of each root cause
workbook are available in Chapter 2.
Step 3: Develop Improvement Plan (including utilization of funding sources)
The development of the improvement plan should mirror and/or be embedded within the NCLB Improvement
Plan/PBMI frameworks outlined by Texas Education Agency. The rationale for having the disproportionality root
causes included within this framework is to ensure LEAs connect disproportionality as an outcome in other core
initiatives (e.g., Response to Intervention, Positive Behavior Supports, Common Core Standards, etc.).
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Things to consider in developing the improvement plan: current status of substantive initiatives, the degree of prior
knowledge and capacity existing in the district leadership, the degree of capacity to sustain the effective implementation
of initiatives, and the strategic goals and performance priorities of the district. These factors can play a substantive role
in the development of an effective improvement plan. Given the presence of such confounding factors, we recommend
the following specific areas are taken into consideration.
1.
Define district leadership team charged with oversight in implementation. This involves considering whether special education or general education should lead, frequency of updates for Superintendent, and breadth of district buy-in.
2.
The team should develop a long-term implementation plan. This includes a timeline and implementation
plan that defines roles, responsibilities, resources, school level intervention outputs and outcomes, etc.
The plan should comprise of at least 24-36 months of planning and implementation.
3.
Define professional development sequence for building capacity. This includes identifying turnkey
individuals/schools, identify district-wide implementation or begin with development oflaboratory
schools, allocate sufficient resources to adequately build capacity, and build opportunities for coaching.
4.
Review implementation and related outputs and outcomes. This includes annually reviewing the
implementation inputs and processes involved in the pathway work, reviewing the output and outcome
data to locate progress towards intermediate and long-term goals.
Step 4: Monitoring Disproportionality
Addressing State Performance Plan Indicators, particularly complex indicators like SPP 4, 9, and 10, involve multiple
facets of the school organization. We recommend developing a system that includes collecting data on progress (output
and outcome data), and reporting of activities implemented and in progress. This system can include monitoring shortand long-term district progress towards outcomes related to their improvement plan. For example monitoring changes
could examine key special education indicators – rates of special education classifications and placements by race/
ethnicity, referral rates by race/ethnicity and gender, referral to classification rates by race/ethnicity and gender – which
can signal short- and long-term district progress. A suggested tool is the Monitoring Interventions and Systems of
Support document on ESC 1 website.
At a State level, progress of these districts can be assessed via several mechanisms, such as utilizing TEA accountability
systems to conduct quarterly on-site monitoring of local districts, web-based data system that links SPP indicators with
progress, and/or TEA members conducting targeted reviews of districts.
SEAs and LEAs that have taken similar steps have experienced a range of outcomes when the strategies are
implemented with fidelity such as:
•
•
•
•
•
•
•
Reduce referrals to special education and instances of disproportionality
Reduce disproportionate discipline referrals and out of school suspensions
Improve academic achievement
Improve student behavior
Improve school-parental communication and relationships
Improve teacher efficacy
Increase collaboration in schools
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Chapter
2
Disproportionality Workbooks
The root cause analysis training workbooks are a sequential series designed to assist school districts in getting to the
source(s) of disproportionality in special education. These workbooks have also proved extremely valuable in getting to
the root causes of other state performance indicators, i.e., suspension, drop-out rates, etc. Although each workbook can
stand on its own, the power of the series is in the ability to connect one workbook to another for a deeper, richer analysis.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Indicator 4B: Suspension and Expulsion
Root Cause Analysis Workbook
Introduction to Workbook
The Texas Education Agency Root Cause Analysis Workbook was developed in collaboration with Dr. Edward
Fergus. The intent of the workbook is to provide school districts with a root cause process for examining
State Performance Plan (SPP) indicator 4b. More specifically the root cause analysis of this SPP indicator will
help to identify the areas of focus for remedying this disproportionality issue and ways in which to monitor
implementation and progress towards reduced disciplinary referrals and suspensions.
What is SPP Indicator 4B? Source: TEA SPP February 2011 version
Indicator 4: Rates of suspension and expulsion
B. Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions
and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures
or practices that contribute to the significant discrepancy and do not comply with requirements relating to
the development and implementation of IEPs, the use of positive behavioral interventions and supports, and
procedural safeguards.
(20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
Measurement:
B. Percent = [(# of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rates of suspensions
and expulsions of greater than 10 days in a school year of children with IEPs; and (b) policies, procedures or practices
that contribute to the significant discrepancy and do not comply with requirements relating to the development and
implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards) divided by
the (# of districts in the State)] times 100.
Minimum “n” Size Requirement
The State's definition of significant discrepancy is any district exceeding the state established critical value of 15.8
(African American), 9.4 (Hispanic), and 6.9 (White) in 2009-10. Given the small numbers and percentages of Native
American and Asian students in eligible districts, reliable data could not be computed for these groups using standard
procedures.
194 districts were excluded from the analysis based on the state established minimum “n” size requirement.
A detailed description of the updated methodology used for Indicator 4B can be found on the TEA website at http://ritter.
tea.state.tx.us/special.ed/guidance/discipline/method.html.
NOTE: Calculate your district’s data using Texas Education Agency formula: The following website provides the
calculation tool for knowing whether your district’s data is above or below the state defined threshold or critical value:
http://specialed.esc1.net/15711052611291693/lib/15711052611291693/Copy_of_Monitoring_Disproportionality_Tool.
xlsx
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
IDENTIFYING ROOT CAUSES
STEP 1: An Initial Look at Your District’s Data
This initial look at your district’s discipline data is meant to provide both a framework for examining equity in
disciplinary outcomes and as well as help your team pose questions about your district and school’s disciplinary practices
and policies.
Data Requirements within a complete school year:
1.
2.
3.
Students with disabilities enrollment by race/ethnicity – aggregate numbers
District enrollment by race/ethnicity – aggregate numbers
Students suspended or expelled for more than 10 days by SWD status and race/ethnicity – aggregate numbers
Data related to State Performance Plan Indicator 4B
Looking at data related to State Performance Plan indicator 4B. This indicator looks at significant discrepancies in the
number of incidences, duration, and types of disciplinary actions, including suspensions and expulsions, experienced
by culturally and linguistically diverse students compared to other students. While more complex formulas can be
applied to this data, the simplest way to do this is to look at the differences in the composition of your student enrollment
(all students), the enrollment of students with disabilities (those students with IEPs), and enrollment of students with
disabilities who have been suspended for more than 10 days. A noticeable difference in these compositions is indicative
of disproportionality.
Activity Process: As a team, identify a person who is able to extract the necessary data in order to insert into the
subsequent tables. Once the data is gathered, team members should work together to conduct the analyses outlined in
each table. Upon completing the insertion of data, the team should engage in a data interpretation conversation guided by
the questions below the various tables. Using your district’s data, complete the following tables and answer the reflection
questions.
** TEA reports SPP indicators only on African American, Hispanic, and White.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
**Table 1: Students Enrolled by Race/Ethnicity
School
American
Indian
Asian or
Pacific
Islander
African
American
Hispanic
White
Multiracial
Total
A
B
C
D
E
F
A+B+C+D+E+F = G
**Table 2: Composition of Students Enrolled by Race/Ethnicity
Student
Enrollment
Composition
American
Indian
Asian or
Pacific
Islander
African
American
Hispanic
White
Multiracial
Total
From table 1:
B
C
D
E
F
A+B+C+D+E+F
=G
**Table 3: Number of Students with Disabilities (SWD) by Race/Ethnicity—neesds formatting
Students with
Disabilities
American
Indian
Asian or
Pacific
Islander
African
American
Hispanic
White
Multiracial
Total
A
B
C
D
E
F
A+B+C+D+E+F
=G
**Table 4: Composition of Students With Disabilities (SWD) by Race/Ethnicity
SWD
Composition
American
Indian
Asian or
Pacific
Islander
From table 3:
A/G x 100
From table 3:
B/G x 100
African
American
Hispanic
White
Multiracial
Total
From table 3:
C/G x 100
From table 3:
D/G x 100
From table 3:
E/G x 100
From table 3:
F/G x 100
100%
**Table 5: Number of Students with Disabilities (SWD) Suspended for More than 10 Days by Race/
Ethnicity
SWD
Suspended
for More than
10 Days
American
Indian
Asian or
Pacific
Islander
African
American
Hispanic
White
Multiracial
Total
A
B
C
D
E
F
A+B+C+D+E+F
=G
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
**Table 6: Composition of Students with Disabilities (SWD) Enrollment by Race/Ethnicity Suspended for
More than 10 Days
SWD
Suspended
for More
than 10 Days
Composition
American
Indian
Asian or
Pacific
Islander
African
American
Hispanic
White
Multiracial
Total
From table 5:
A/G x 100
From table 5:
B/G x 100
From table 5:
C/G x 100
From table 5:
D/G x 100
From table 5:
E/G x 100
From table 5:
F/G x 100
100%
Reflection
How does the overall student composition compare to the students with disabilities composition?
•
Is the proportion of African American students in your school comparable to the proportion of African
American students with disabilities in your school?
•
Is the proportion of Hispanic students in your school comparable to the proportion of Hispanic students
with disabilities in your school?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
How do the students with disabilities composition relate to the students with disabilities suspended for more
than 10 days composition?
•
Is the proportion of African American students with disabilities comparable to the proportion of African
American students with disabilities suspended for more than 10 days?
•
Is the proportion of Hispanic students with disabilities comparable to the proportion of Hispanic students
with disabilities suspended for more than 10 days?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
STEP 2: Looking at Discipline Data
Discipline data is often times difficult to interpret because it can be tabulated in two different ways: by
student and by referral. Student data counts each student for whom there is a discipline record regardless
of how many times the student has been referred for disciplinary action. Referral data counts the total
number of infractions, but does not take into account that certain students are counted multiple times. As
such, these two different perspectives provide different information.
Moreover, depending on information collected, discipline data can be analyzed in a variety of ways.
The following is a basic framework for analyzing your district’s discipline data. It looks at the following
four areas: 1) the demographics of those students involved in your school’s discipline process, 2)
the types of discipline infractions, 3) the outcomes of those infractions, and 4) the effectiveness of
suspensions.
Data Requirements within a complete school year:
1.
Students referred for disciplinary action by race/ethnicity – aggregate numbers
2.
Number of disciplinary referrals by race/ethnicity – aggregate numbers
3.
Number of suspensions by race/ethnicity – aggregate numbers
4.
Top ten most common disciplinary referral reasons by race/ethnicity – aggregate numbers
Activity Process: As a team, identify a person who is able to extract the necessary data in order to insert
into the subsequent tables. Once the data is gathered, team members should work together to conduct the
analyses outlined in each table. Upon completing the insertion of data, the team should engage in a data
interpretation conversation guided by the questions below the various tables. Using your district’s data,
complete the following tables and answer the reflection questions.
Count of Students Receiving a Disciplinary Referral
**Table 7: How many students are referred for disciplinary action by race/ethnicity (count students)?
Number of
students
referred for
disciplinary
action
American
Indian
Asian or
Pacific Islander
African
American
Hispanic
White
Multiracial
Total
A
B
C
D
E
F
A+B+C+D
+E+F=G
** Table 8: What is the composition of students referred by race/ethnicity (count students)?
American
Indian
Composition
of students
referred for
action
From table
7:A/G x 100
Asian or
Pacific Islander
African
American
Hispanic
White
Multiracial
Total
From table 7:
B/G x 100
From table 7:
C/G x 100
From table 7:
D/G x 100
From table 7:
E/G x 100
From table 7:
F/G x 100
100%
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Reflection
• How does this compare to your school’s overall demographic composition?
Count of Disciplinary Referrals
** Table 9: How many disciplinary referrals were written by race/ethnicity?
Number of
disciplinary
referrals
American
Indian
Asian or
Pacific Islander
African
American
Hispanic
White
Multiracial
Total
A
B
C
D
E
F
A+B+C+D
+E+F=G
**Table 10: What is the composition of disciplinary referrals (count referrals)?
Composition
of disciplinary
referrals
American
Indian
Asian or
Pacific
Islander
African American
Hispanic
White
Multiracial
Total
From table 9:
A/G x 100
From table 9:
B/G x 100
From table 9:
C/G x 100
From table 9:
D/G x 100
From table 9:
E/G x 100
From table 9:
F/G x 100
100%
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Reflection
•
How do composition of disciplinary referrals compare to overall student composition?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Referrals that Result in Suspension
In an effective discipline system has multiple possible outcomes with suspensions being one of the most severe. Therefore it
is important to focus specifically on referrals that result in suspensions.
**Table 11: How many disciplinary referrals were written that resulted in a suspension by race/ethnicity?
Number of
disciplinary
referrals
American
Indian
Asian or
Pacific Islander
African
American
Hispanic
White
Multiracial
Total
A
B
C
D
E
F
A+B+C
+D+E+F=G
**Table 12: What is the percentage of referrals that resulted in a suspension?
American
Indian
Percentage of
referrals that
resulted in a
suspension
Asian or
Pacific Islander
From table 11: From table 11:
A/G x 100
B/G x 100
African
American
Hispanic
White
Multiracial
Total
From table 11:
C/G x 100
From table 11:
D/G x 100
From table 11:
E/G x 100
From table 11:
F/G x 100
100%
Reflection
•
How do these compositions compare to their representation of students in the school?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Reason for Referral
**What were the five most cited reasons for disciplinary referrals?
American
Indian
Asian or
Pacific Islander
African
American
Hispanic
White
Multi-Racial
All
students
Most
common
2nd most
common
3rd most
common
4th most
common
5th most
common
What were the three most common reasons for disciplinary referrals that were most likely to result in a
suspension?
Most common
2nd most common
3rd most common
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Reflection
•
Are different groups of students referred for different reasons? If so, why do you think that is?
•
What is the relationship between the most common reasons for referrals and the referrals most likely to result in
suspensions? What does this tell you about your school’s discipline policies and practices?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Recidivism
**What is the percentage of students who are suspended receive more multiple suspensions?
American
Indian
Asian or
Pacific Islander
African
American
Hispanic
White
Multiracial
Percentage of
students who
are suspended
receive more
than ONE
suspension
Percentage of
students who
are suspended
receive more
than THREE
suspension
Percentage of
students who
are suspended
receive more
than FIVE
suspension
Reflection
•
What does this tell us about the effectiveness of suspensions?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Total
STEP 3: Quality Indicator Review
The Quality Indicator Review in this workbook is adapted from the New York State Education Department’s QUALITY
INDICATOR REVIEW AND RESOURCE GUIDES for BEHAVIORAL SUPPORTS AND INTERVENTIONS. This
section below focus on school-wide discipline systems, behavior management in the classroom, relationship with and
among students, instruction, and classroom management. Each of these sections is framed by a key question followed by
several quality indicators related to those questions. Additionally, each quality indicator contains several “Description/
Look Fors” that frame the specific elements of the quality indicator as well as suggestions for where to collect evidence
related to each “Description/Look Fors.”
This quality review is designed to help
•
Assess the quality of a school instructional programs and practices in the areas of
literacy, behavioral supports and interventions; and delivery of special education services
•
Determine priority need areas; and
•
Prescribe and plan activities to change practices and improve outcomes for students
While engaging instruction is the most effective “behavioral intervention,” every school also needs an effective discipline
system.
Activity Process: As a team, divide into five groups based on the five key question sections, and each small group
should review the indicators and look fors. The small groups should meet to review whether they would like to look
specifically at specific school levels (i.e., elementary, middle or high school) as a snapshot or representative sample of
district practices and policies. The small groups should use the notes section under each indicator to describe the types of
gaps in process relevant to each indicator. Once the small groups have conducted their review, the team should reconvene
to review the types of process gaps identified within each indicator.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
KEY QUESTION
Does your school have a consistent and comprehensive school-wide behavioral program in place?
Indicator 1: School-Wide Discipline System
Quality Indicator
All students are taught behavioral
expectations.
Description/Look Fors:
Comments/Evidence
Instruction in Behavior
• Lesson plans for expectations are Lesson plans, schedule for teaching,
developed.
School-wide Evaluation Tool (SET)
results/Survey
• School-wide behavioral
expectations have been taught
directly & informally to all
students.
• Students and staff know
expectations.
• Lessons are re-taught as needed
based on anaylsis of data.
• Acknowledgements are
appropriate for the culture of the
community served by the school.
• A system for collection data on
acknowledgements in place.
NOTES:
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Consistent Behavioral Consequences
Consistent consequences are applied • Consequences for behavioral
for inappropriate behavior across
infractions are clearly defined
staff and settings.
and documented.
• Consequences are appropriate
for the entire community and
applied proportionately.
Teacher handbook, student
handbook, interview/survey, school
reports, lesson plans, discipline data
Written district/campus policies
• There is clarity about behavior
handled in the classroom
and behavior handled by
administration.
• All staff and students know
consequences.
• System for collecting data on
infractions is in place.
• Frequently broken rules are retaught.
NOTES:
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Data Collection and Analysis
Data on student behavior are
collected and used to inform and
improve the behavioral system.
• Office discipline referral
form collects all necessary
information.
Discipline referral form, school data
reports, monthly data reports, team
minutes, action plans
• Office discipline data are
gathered routinely and entered
into database.
• Team summarizes existing
discipline data monthly and
reports to staff, including
suspension data.
• Strengths and areas of focus
are identified monthly based on
data.
• Discipline data are used to make
decisions and action plans.
• Staff, family and student
perception data are also
reviewed on an on-going basis.
NOTES:
23
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
On-going staff development
All staff understand and implement
the school-wide discipline system
with fidelity.
• School personnel are trained in
school-wide plan.
• New personnel are oriented to
school-wide plan
Training enrollment records, coach
report, team action plan, faculty
meeting minutes, staff surveys,
teacher acknowledgement menu,
training materials
• Technical assistance is provided
to teachers about components
of plan.
• Re-training provided as needed
to staff on plan components.
• Reports are made regularly to
staff on student data.
• Staff are regularly acknowledged
for their implementation of the
plan.
• Professional development
includes training on
selecting expectations and
acknowledgements that are
appropriate for the entire school
community.
NOTES:
24
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
KEY QUESTION
Do classroom behavioral support systems relate directly to the school-wide behavioral support system?
Do non-classroom behavioral support systems relate directly to the school-wide behavioral system?
Indicator 2: Behavior Management
Quality Indicator
Classroom Management
Effective classroom management
strategies are used in all classrooms.
Description/Look Fors:
• Classroom behavioral
expectations are aligned
with school-wide behavioral
expectations.
Comments/Evidence
Posters of class rules, teacher/
student interview, lesson plans,
student interviews, office discipline
referral forms, observations
• Classroom behavioral
expectations are explicitly
taught, practiced and re-taught
when needed in all classrooms.
• Consequences for problem
behavior in the classroom are
consistent with school-wide plan
• Students in every classroom
receive a greater number
of positive than negative
acknowledgements.
• Students in every classroom are
engaged in meaningful academic
work.
• As teachers develop their
routines, they are respectful of
the impact their routines have
on other classrooms.
NOTES:
25
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Non-Classroom Behavioral Systems
Effective management strategies are
used in non-classroom settings.
• Behavioral expectations for
hallways, playgrounds, buses,
cafeteria, bathrooms & other
non-classroom settings are aligned
with school-wide behavioral
expectations.
Posters in each setting, lesson
plans, office discipline referral
forms, student/staff interviews,
training schedule, sign-ins, staff
meeting minutes
• Behavioral expectations for each
setting have been explicitly taught,
practiced and re-taught when
needed.
• Consequences for problem behavior
in these settings are consistent with
school-wide plan.
• Students receive a greater
number of positive than negative
acknowledgements in these
settings.
• Paraprofessionals and other staff
responsible for these settings have
been trained in the school-wide
plan.
• Paraprofessionals and other
staff responsible for these
settings receive data on plan
implementation.
NOTES:
26
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
KEY QUESTION
Do all students feel accepted and valued in the class?
Indicator 3: Caring & Supportive Relationship with and among Students
Quality Indicator
Description/Look Fors:
Comments/Evidence
Component 1: Positive Classroom Climate
The teacher has created a positive,
• The teacher respects students
Observation, lesson plans, student and
warm and accepting environment for
and conveys personal acceptance teacher interviews, activity schedules
all students in the class.
of each student.
• The teacher greets students by
name.
• The teacher is aware of personal
goals, interests and activities of
students and builds classroom
connections.
• The teacher engages class in
specific classroom-community
and trust-building activities (e.g.
shared chores).
• The teacher holds high
expectations of students that are
clearly articulated.
• Students are engaged in specific
activities to build positive peer
relationships, like peer tutoring,
social groups, and after-school
activities.
• Students are engaged in specific
activities to build positive
student-staff relationships,
including mentoring and
tutoring.
• The teacher quickly addresses
potential problems in the
classroom.
27
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Component 2: Culturally Responsive Classroom Practices
All students feel valued and accepted by • Instructional strategies reflect
adults and peers in the classroom.
and respond to cultural values,
experience and learning styles of
students in the class.
Observation, lesson plans,
classroom newsletters,
communication logs, student and
teacher interview
• Opportunities for community
engagement are a priority for
school and teachers.
• Teacher response to student
behavior reflects an awareness of
cultural differences in verbal and
non-verbal cues.
• Teacher understands the cultural
components of the “conflict-cycle”
and intentionally avoids escalating
interactions
• Classroom establishes a system
for regular home-school
communication.
• Students engage in self-study and
learn about the norms and values
of their culture.
NOTES:
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
KEY QUESTION
Is instruction thoughtfully designed and delivered to be relevant, appropriately challenging and engaging
for all students?
Indicator 4: Instruction Designed to Optimize Learning and Engagement
Quality Indicator
Description/Look Fors:
Instruction is Planned
Lessons are carefully planned to
• The teacher has spent time
accommodate the needs of all
preparing the lesson.
students.
• The teacher has adjusted
both content and strategies to
students’ developmental levels.
Comments/Evidence
Lesson plans, alternative materials, class
schedule
• Complex tasks are broken into
small steps.
• Regular times are scheduled into
the day to provide feedback on
independent work.
• Activities have clear beginnings,
ends and efficient transitions.
NOTES:
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Instruction is Structured and Predictable
Lessons are carefully structured and
students are aware of lesson objectives
and structure
• The teacher clearly communicates
Observation, student work
directions and objectives so that
students have a clear plan of action;
e.g., teacher uses an advance
organizer.
• Instruction follows a sequential
order that is logically related to skill
development.
• The teacher’s instructional
presentation includes explanation
and modeling, followed by
coaching, guided and independent
practice and timely feedback.
• The teacher provides guided
practice with error-correction and
re-teaching until students attain
80% mastery.
• The teacher monitors independent
practice at 90-100% mastery.
NOTES:
30
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Learning is Actively Monitored
Students and teachers are continually
assessing effectiveness of lessons.
• Students are held accountable for
completing work on time.
Student work, grade books,
progress monitoring data
• Students are held accountable for
performance; teacher provides
feedback on all assignments.
• The teacher grades student work
regularly and frequently.
• The teacher systematically collects,
graphs, and reviews student data.
NOTES:
31
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Instruction is Interactive and Engaging
Teachers use multiple and varied
techniques to engage students in the
material in meaningful ways.
• Instruction includes research-based Lesson plans, observation
strategies to engage students;
e.g., high rates of opportunities
to respond, choral reading, direct
instruction, computer-aided
instruction, class-wide peer
tutoring, and guided notes.
• The teacher employs a variety of
grouping options including whole
group, small and cooperative
learning groups, and individual
instruction.
• The teacher uses strategies to
ensure high frequency learning
trials and response opportunities;
e.g. choral responding, individual
response card, and peer tutoring.
• Instructional materials are used
that students find educationally
relevant.
• The teacher gives both written
and oral feedback that is specific,
provides information about
accuracy, and recommends
alternatives; feedback is timely.
• The teacher uses variations in voice,
movement and pacing to reinforce
attention.
• The teacher explicitly points out
the connection between effort and
outcome.
NOTES:
32
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Instruction is Direct and Explicit
Students learn to independently
use strategies that will help them
to successfully acquire and retrieve
learned materials.
• The teacher provides instruction
in cognitive strategies; e.g., taking
notes or asking questions, as
well as meta-cognitive strategies;
e.g., planning, monitoring, and
evaluation.
Lesson plans, observation
• The teacher provides direct
instruction in strategies to
assist students to acquire new
information and learn skills; e.g.,
activating prior knowledge or thinkalouds.
• The teacher provides direct
instruction in strategies to store and
retrieve information by pairing new
information to existing knowledge
using a visual device; e.g.,
mnemonics or concept maps.
• The teacher provides direct
instruction in test-taking strategies
which focuses attention on critical
aspects of test items, question
answering, etc.
NOTES::
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
KEY QUESTION
Are classroom activities managed in a proactive, positive and predictable manner so that instructional time is maximized?
Indicator 5: Classroom Managed to Support Student Engagement
Quality Indicator
Description/Look Fors:
Comments/Evidence
Behavior Expectations Established and Taught
There is a system in place to
• Classroom behavioral
Lesson plans, posters, classroom rules
establish and teach clear rules,
expectations are consistent with or behavioral matrices, observation,
procedures and consequences.
school-wide expectations.
student interviews, classroom list of
acknowledgements and consequences
• A small number (3-5) of
classroom behavioral
expectations are defined.
• When possible, students and
classroom staff are partners
in the development of the
behavioral expectations.
• Behavioral expectations are
positively stated and easily
understood.
• Behavior expectations are
directly and systematically
taught.
• Behavioral expectations are
reviewed frequently and posted
about the room.
• The teacher provides precorrection and prompting for
behavior expectations as well as
ongoing feedback.
• Students know the
acknowledgements for
appropriate behavior, as
well as the consequences for
inappropriate behavior.
NOTES:
34
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Behavior is Monitored
The teacher actively supervises
the classroom, including watching
for behaviors to acknowledge and
behaviors to correct.
• The teacher engages all children
and calls students by name.
Observation
• The teacher knows what the
students are doing and what is
going on in the classroom.
• The teacher moves around the
classroom at regular intervals.
• Teacher is able to anticipate and
prepare for potential behavioral
issues.
• The teacher actively supervises
and monitors by scanning/looking
around, interacting frequently
with students, correcting errors
and providing acknowledgements
for behavior consistent with
expectations.
• Behavioral interruptions are
dealt with quickly with little or no
interruption to the learning process.
NOTES:
35
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Planned Responses to Appropriate Behavior
Students are acknowledged for
demonstrating expected behaviors.
• The teacher provides specific praise Acknowledgement menu,
for specific academic and social
acknowledgement data, student
behaviors linked to classroom
interviews
expectations.
• Acknowledgement for appropriate
behavior occurs four times as
frequently as acknowledgement for
inappropriate behavior.
• The teacher uses a wide repertoire
of acknowledgements (e.g.,
tangible, verbal, social, activities)
that are valued by the students.
• Acknowledgements are delivered to
individuals, small groups and/or the
whole class.
• Acknowledgements are attainable
by students at all levels.
• Students can verbalize their
successes.
NOTES:
36
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Planned Responses to Inappropriate Behavior
Students clearly see the connection
between the inappropriate behavior
and its consequences.
• Consequences have clear
Office discipline referrals,
connections to student behavior.
behavioral data, observation,
Student is able to verbalize/discuss student interviews
incident in behavioral terms and the
consequences for his actions
• Consequences are always paired
with re-teaching of appropriate
behavior.
• Consequences are commensurate
with the inappropriate behavior.
• Consequences are delivered
promptly, consistently and
equitably.
• Punishment occurs only in the
context of a strong program of
teaching behavior and providing
positive consequences for
appropriate behavior.
• Punishment is administered matterof-factly without anger, threats or
moralizing.
NOTES:
37
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Transitions are Managed
Classroom transition time results in
very few discipline issues, and students
move to and from their activities
successfully.
• Transition time is kept to a
minimum and results in minimal
loss of instructional time.
Observation, lesson plans
• The teacher provides instruction
and practice in transition
procedures at the beginning of the
year.
• The teacher use cues to signal
upcoming transitions.
• Transition procedures are
reviewed and re-taught as needed
throughout the year.
NOTES:
38
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Of the five indicators outlined above, which ones demonstrated the least and greatest process gaps?
Identify key reasons for the presence and absence of these gaps.
39
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
STEP 3: Identifying school-wide behavioral interventions
What are the types of behavioral interventions that are provided at a building and classroom level? As a team outline the
various types of interventions that are provided at different stages of behavioral difficulties. Considerations for behavioral
interventions should include the following:
1)
2)
3)
4)
5)
Teaching & reinforcing context-appropriate social behaviors or skills
Removing antecedent factors that trigger occurrences of problem behavior
Adding antecedent factors that trigger occurrences of context appropriate social skills
Removing consequence factors that maintain (function) occurrences of problem behaviors
Adding consequence factors that maintain occurrences of context appropriate social behaviors1 .
Intervention level
Available Building and Classroom interventions
Primary
School/Classroom wide systems for all students, staff and
settings
Secondary
Specialized group for students who are demonstrating
at-risk behavior
Tertiary
Specialized group for students who are demonstrating
high-risk behavior
1Adapted from www.pbis.org
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Effectiveness of Implementation and Result
Intervention level
What are the most effective interventions and why?
Primary
School/Classroom wide systems for all students, staff
and settings
Secondary
Specialized group for students who are demonstrating atrisk behavior
Tertiary
Specialized group for students who are demonstrating
high-risk behavior
41
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
STEP 4: Identifying discipline referral and suspension process
Activity Process: As a team consider the path taken by a general education teacher when a student exhibits behavior
problems/needs. Please discuss this student’s journey through the disciplinary process, and write down the key policies,
practices, and beliefs that may affect or determine the student’s outcome at each of the steps below.
Student exhibits
problem behavior/
need
Respondent
The school
administrator and/
or intervention
team receives
and considers the
disciplinary referral
Teacher submits
a referral to
the building
administrator for
her/him to consider
The school
administrator
recommends student
to be suspended
and/or other
consequence
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
42
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Looking at Discipline Policy Documents
School Name: _________________________________________ Date: _____________________________
Examining your school’s policy documents answer the following questions:
Remember to be aware of your perspective and record all perspectives on the team
Code of Conduct
What are some things that you like about this code
of conduct?
What are some things that you don’t like about this
code of conduct?
43
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
What is the purpose of the code of conduct?
How does your school use the code of conducthow is it used by teachers and how is it used
by teachers and how is it used by school
administrators?
How was it created?
How is it distributed?
How does your school ensure that all staff
members have the same understanding of the
code of conduct?
Is there any ambiguous language that is open to
intepretation in the code of conduct?
44
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Looking at Policy Documents
Examining your school’s policy documents answer the following questions:
Remember to be aware of your perspective and record all perspectives on the team
School discipline/referral forms
What are some things that you like about this form?
What are some things that you don’t like about this
form?
45
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
STEP 5: Root Cause Conclusion
Based on your analysis of your student data, quality review, disciplinary process, and interventions list,
what are your district strengths and what are your district’s process gaps? How does your data support
these conclusions?
46
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
What are specific process remedies for this disproportionality pattern?
47
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Additional notes regarding disproportionality.
48
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Indicator 9 and 10:
Classification and Disability Type
Root Cause Analysis Workbook
49
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
INTRODUCTION
Purpose of the workbook
The purpose of this workbook is to provide district/school personnel an overview of how to analyze special education and
general education enrollment data in order to identify rates of disproportionality in special education classification and
placement. The manual is divided into three levels of examination: 1) General; 2) By race/ethnicity; and 3) By disability
type and gender by race/ethnicity. Each level outlines the core questions that should be answered by the data, as well as
the different layers of interpretation that could be conducted of the data charts. The analysis and interpretation is an initial
foray into understanding racial/ethnic disproportionality in special education classification and placement.
Data Requirements District / School data
In order to begin this data exercise you need to have certain data available. The data includes general education
enrollment by race and gender, and special education enrollment by race and gender (classification disability type, e.g.,
emotional disturbance, learning disability, etc.). It is critical the general and special education enrollment data reflect the
same school years; a lack in consistency prevents appropriate analysis.
Looking at the Data
This workbook takes the user through the various levels of data, moving from the most general information to specifics
about classification and placement, using a variety of formulas. The initial levels of data analysis give a broad picture of
which students are being classified as having disabilities and to what extent. As the analysis moves deeper, the types of
classifications become clearer.
Three main data tools (calculations) are used to explore special education data: classification rate, composition index, and
relative risk ratio. Because of the relative strengths and weaknesses of each tool, it is best to use as many of the tools as
possible at a given level. While each tool can give some information, using all three tools will create a more complete
statistical picture.
•
The classification rate identifies at what rate, or percentage of risk, students of a particular racial/ethnic group
have of being classified as students with disabilities.
•
The composition index gives the proportion of students by race/ethnicity in a particular situation. Composition
indexes are used to determine if a particular group is over or under represented in special education, in a
particular disability, or in a particular classroom setting.
•
Relative risk ratios give a comparison of risk for classification of one group in relation to the risk for all other
groups. A risk ratio of 1 indicates that there is equal risk. An increase in risk ratio is indicative of increased risk.
Working with this Workbook
After inputting and running the formulas in each section, it is important to examine the results critically. The first step
in doing this is to write down what you noticed. What patterns are emerging and what possible problems are becoming
apparent? The second step is to attempt to explain your findings (what you have noticed) in the context of the data and
current research. Pay close attention to the research notes, critical thoughts, and critical questions to help aid in your
analysis.
50
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
What is SPP Indicator 9 and 10? Source: TEA SPP February 2011 version
Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education and
related services that is the result of inappropriate identification.
(20 U.S.C. 1416(a)(3)(C))
Measurement:
Percent = [(# of districts with disproportionate representation of racial and ethnic groups in special education and related
services that is the result of inappropriate identification) divided by the (# of districts in the State)] times 100.
The State’s definition of disproportionate representation is any district exceeding the state established critical value of
31.4% (African American), 20.2% (Hispanic), 8.7% (Asian), 22.5% (Native American) and 19.2% (White) in 2009-2010.
In order to ensure that the findings are valid and reliable as possible, each student ethnic/racial group (all students, not just
special education) must number at least 30 students and represent at least 10 percent of the overall population.
Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability
categories that is the result of inappropriate identification.
(20 U.S.C. 1416(a)(3)(C))
Measurement:
Percent = [(# of districts with disproportionate representation of racial and ethnic groups in specific disability categories
that is the result of inappropriate identification) divided by the (# of districts in the State)] times 100.
The State’s definition of disproportionate representation is any district exceeding the state established critical values.
Given the small numbers and percentages of Native American and Asian students in eligible districts, reliable data could
not be computed for these groups using standard procedures.
Race/Ethnicity
OHI
ID
ED
LD
SI
AU
African
American
25.23%
21.91%
30.48%
88.12%
29.33%
9.79%
Hispanic
19.24%
17.02%
19.80%
89.70%
42.21%
11.12%
White
30.34%
12.61%
28.80%
76.97%
39.25%
18.28%
OHI=Other Health Impaired; ID=Intellectual Disability; ED=Emotional Disturbance; LD=Learning Disability;
SI=Speech Impairment; AU=Autism
In order to ensure that the findings are valid and reliable as possible, each ethnic/racial group must represent at least 10
percent of the general population and number at least 30 students; there must be at least 30 students served by special
education within each ethnic/racial group; and there must be at least 10 ethnic/racial group students within an eligibility
category to be included in the analysis.
A detailed description of the methodology used for Indicators 9 and 10 can be found on the TEA website at http://ritter.
tea.state.tx.us/special.ed/guidance/disprop/Ind0910method.pdf
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Indicator 9 and 10 Root Cause Process
STEP 1: An Initial Look at Your District’s Data
This initial look at your district’s classification data is meant to provide both a framework for examining equity in instruction, referral, intervention, and classification which will help your team pose questions about your district and school’s
instructional practices and policies.
Data Requirements within a complete school year:
1.
Students with disabilities enrollment by race/ethnicity – aggregate numbers
2.
District enrollment by race/ethnicity – aggregate numbers
3.
Students with disabilities by disability type and race/ethnicity – aggregate numbers
Data related to State Performance Plan Indicator 9 and 10
Looking at data related to State Performance Plan indicators 9 and 10. This indicator looks at differences in special
education classification rate and disability type rates experienced by culturally and linguistically diverse students (i.e.,
African American,Hispanic, and Native American) compared to other students. While more complex formulas can be
applied to this data, the simplest way to do this is to look at the differences in the composition of your student enrollment
(all students), the enrollment of students with disabilities (those students with IEPs). A noticeable difference in these
compositions is indicative of disproportionality.
Activity Process: As a team, identify a person who is able to extract the necessary data in order to insert into the
subsequent tables. Once the data is gathered, team members should work together to conduct the analyses outlined in
each table. Upon completing the insertion of data, the team should engage in a data interpretation conversation guided by
the questions below the various tables. Using your district’s data, complete the following tables and answer the reflection
questions.
Formula 1: Overall Classification
Classification Rate = _______ ÷ _______ x 100 = _______%
Classification Rate =
Number SWD divided by Total number of students x 100
Of all students, INSERT PERCENTAGE are classified with special education services.
What do you notice?
52
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 2: Classification of SWD by Race/Ethnicity
** TEA SPP Indicators 9 and 10 only look at African American, Hispanic, and White.
Table 1: Observed Classification Rate by Race/Ethnicity
African American
Hispanic
White
Total
A. Observed SWD
# classified
# classified
# classified
Total # classified
B. Total Enrollment
# enrolled
# enrolled
# enrolled
Total # enrolled
C. % observed
A/B x 100
A/B x 100
A/B x 100
A/B x 100
Analysis and Interpretation:
Of African American students, INSERT PERCENTAGE FROM LINE C _________ % are classified with
special education services.
Of Hispanic students, INSERT PERCENTAGE FROM LINE C _________ % are classified with special
education services.
Of White students, INSERT PERCENTAGE FROM LINE C _________ % are classified with special
education services.
What do you notice?
53
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 3: Composition of SWD Compared to the Racial/Ethnic Composition of the Entire District
In analyzing at Composition Indexes, we look at the proportional representation of a racial/ethnic group in the
district as compared to the proportional representation of the same group in special education.
This comparison is the heart of disproportionality.
Table 2: Observed Composition Index of District
African American
Hispanic
White
Total
Total Enrollment
A
# Enrolled
B
# Enrolled
C
# Enrolled
D
Total # Enrolled
E. Direct Composition
A/D x 100
B/D x 100
C/D x 100
Table 3: Observed Composition Index of SWD in District
African American
Hispanic
White
Total
SWD Enrollment
A
# classified
B
# classified
C
# classified
D
Total # classified
F. SWD Composition
A/D x 100
B/D x 100
C/D x 100
Analysis and Interpretation:
African American students make up INSERT COMPOSITION FROM LINE E ________ % of the district population and make up
INSERT COMPOSITION FROM LINE F ________ % of students in the district classified as having a disability.
Hispanic students make up INSERT COMPOSITION FROM LINE E ________ of the district population and make
up INSERT COMPOSITION FROM LINE F ________ % of students in the district classified as having a disability.
White students make up INSERT COMPOSITION FROM LINE E ________ % of the district population and make
up INSERT COMPOSITION FROM LINE F ________ % of students in the district classified as having a disability.
What do you notice?
54
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 4: Relative Risk Ratio (Risk Ratio)
We utilize measures of Risk to answer questions about the likelihood of students in a given racial/ethnic group being
classified and placed in special education.
The relative risk is similar to the composition index in that it is number of students in a particular racial/ethnic group
classified as SWD divided by the number of total students in that same racial ethnic group. A Relative Risk Ratio
(Risk Ratio) is a comparison of the relative risks of a particular racial/ethnic group compared to the relative risks of the
remaining racial/ethnic groups.
Relative Risk Ratio (Risk Ratio) is the ratio of two ratios. It allows one to answer specifically the question of how
much more likely is it that a student from a particular racial or ethnic group, in a given setting, will receive a certain
classification and or placement than will students from all other racial and ethnic groups in the setting. Thus, if a
particular racial or ethnic group’s Risk Ratio is 2.0 it means that students from that racial or ethnic group are twice
more likely to receive a certain classification than other students. If a particular racial or ethnic group’s Risk Ratio is
1.0 it means that students from that racial or ethnic group are equally likely to receive a certain classification as other
students, and if a particular racial or ethnic group’s Risk Ratio is .50, it means that students from that racial or ethnic
group are less than half as likely to receive a certain classification as other students.
Relative Risk Ratio Computations for classification by race/ethnicity:
African American Risk Ratio
(African American SWD ÷ African American enrollment) ÷
[(Total SWD –African American SWD) ÷ (Total enrollment –African American enrollment)] = ______ risk
Hispanic Risk Ratio
(Hispanic SWD ÷ Hispanic enrollment) ÷
[(Total SWD – Hispanic SWD) ÷ (Total enrollment – Hispanic enrollment)] = ______ risk
White Risk Ratio
(White SWD ÷ White enrollment) ÷
[(Total SWD – White SWD) ÷ (Total enrollment – White enrollment)] = ______ risk
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
What do you notice?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 5: Classification Rates of Students with LD, ED, and SI by Race/Ethnicity
Table 5: Observed Classification Rate of LD by Race/Ethnicity
African American
A. Observed LD
Hispanic
White
Total
# LD
# LD
# LD
Total # LD
B. SWD Enrollment
# classified
# classified
# classified
Total # classified
C. % observed
A/B x 100
A/B x 100
A/B x 100
A/B x 100
Analysis and Interpretation:
Of African American students with disabilities, INSERT PERCENTAGE FROM LINE C _______ % are classified as
having a learning disability.
Of Hispanic students with disabilities, INSERT PERCENTAGE FROM LINE C _______% are classified as having a
learning disability.
Of White students with disabilities, INSERT PERCENTAGE FROM LINE C _______ % are classified as having a
learning
disability.
Table 6: Observed Classification Rate of ED by Race/Ethnicity
Black
Hispanic
White
Total
# ED
# ED
# ED
Total # ED
B. SWD Enrollment
# classified
# classified
# classified
Total # classified
C. % observed
A/B x 100
A/B x 100
A/B x 100
A/B x 100
A. Observed ED
Analysis and Interpretation:
Of African American students with disabilities, INSERT PERCENTAGE FROM LINE C ________% are classified as
having an emotional disturbance.
Of Hispanic students with disabilities, INSERT PERCENTAGE FROM LINE C ________% are classified as having an
emotional disturbance.
Of White students with disabilities, INSERT PERCENTAGE FROM LINE C ________ % are classified as having an
emotional disturbance.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Table 7: Observed Classification Rate of SI by Race/Ethnicity
A. Observed SI
B. SWD Enrollment
C. % observed
African American
# SI
# classified
A/B x 100
Hispanic
# SI
# classified
A/B x 100
White
# SI
# classified
A/B x 100
Total
Total # SI
Total # classified
A/B x 100
Analysis and Interpretation:
Of African American students with disabilities, INSERT PERCENTAGE FROM LINE C _______% are classified as
having a speech impairment.
Of Hispanic students with disabilities, INSERT PERCENTAGE FROM LINE C _______% are classified as having a
speech impairment.
Of White students with disabilities, INSERT PERCENTAGE FROM LINE C _______ % are classified as having a speech
impairment
What do you notice?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 5: Composition Indexes of Students with LD, ED, and SI by Race/Ethnicity
Table 8: Observed Composition Index of SWD
African American
Hispanic
White
Total
SWD Enrollment
A
# classified
B
# classified
C
# classified
D
Total # classified
E. SWD Composition
A/D x 100
B/D x 100
C/D x 100
African American
Hispanic
White
Total
A
# LD
B
# LD
C
# LD
D
Total # LD
A/D x 100
B/D x 100
C/D x 100
Table 9: Observed Composition Index LD
LD Enrollment
F. LD Composition
Analysis and Interpretation:
African American students make up INSERT COMPOSITION FROM LINE E ________% of students in the district
classified as having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the
district classified having a learning disability.
Hispanic students make up INSERT COMPOSITION FROM LINE E ________ % of students in the district classified
as having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the district
classified having a learning disability.
White students make up INSERT COMPOSITION FROM LINE E ________ % of students in the district classified
as having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the district
classified having a learning disability.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Table 10: Observed Composition Index of SWD
African American
Hispanic
White
Total
SWD Enrollment
A
# classified
B
# classified
C
# classified
D
Total # classified
E. SWD Composition
A/D x 100
B/D x 100
C/D x 100
African American
Hispanic
White
Total
A
# ED
B
# ED
C
# ED
D
Total # ED
A/D x 100
B/D x 100
C/D x 100
Table 11: Observed Composition Index ED
SWD Enrollment
F. ED Composition
Analysis and Interpretation:
African American students make up INSERT COMPOSITION FROM LINE E ________ % of students in the district
classified as having a disability and make up INSERT COMPOSITION FROM LINE F ________% of students in the district
classified having an emotional disturbance.
Hispanic students make up INSERT COMPOSITION FROM LINE E ________ % of students in the district classified as
having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the district classified
having an emotional disturbance.
White students make up INSERT COMPOSITION FROM LINE E ________ % of students in the district classified as
having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the district classified
having an emotional disturbance.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Table 12: Observed Composition Index of SWD
African American
Hispanic
White
Total
SWD Enrollment
A
# classified
B
# classified
C
# classified
D
Total # classified
E. SWD Composition
A/D x 100
B/D x 100
C/D x 100
African American
Hispanic
White
Total
A
# SI
B
# SI
C
# SI
D
# SI
A/D x 100
B/D x 100
C/D x 100
Table 13: Observed Composition Index SI
SI Enrollment
E. SI Composition
Analysis and Interpretation:
African American students make up INSERT COMPOSITION FROM LINE E ________% of students in the district
classified as having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the
district classified having a speech impairment.
Hispanic students make up INSERT COMPOSITION FROM LINE E ________% of students in the district classified
as having a disability and make up INSERT COMPOSITION FROM LINE F ________ % of students in the district
classified having a speech impairment.
White students make up INSERT COMPOSITION FROM LINE E ________ % of students in the district classified
as having a disability and make up INSERT COMPOSITION FROM LINE F ________% of students in the district
classified having a speech impairment.
What do you notice?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 6: Relative Risk Ratio Computations for LD, ED, or SI Classification by Race/Ethnicity
IMPORTANT:
Calculate the Risk Ratio of each classification (LD, ED, or SI) separately
African American Risk Ratio
(African American LD, ED, or SI ÷ African American enrollment) ÷
[(Total LD, ED, or SI –African American LD, ED, or SI) ÷ (Total enrollment –African American enrollment)]
= ______ risk
Hispanic Risk Ratio
(Hispanic LD, ED, or SI ÷ Hispanic enrollment) ÷
[(Total LD, ED, or SI – Hispanic LD, ED, or SI) ÷ (Total enrollment – Hispanic enrollment)]
= ______ risk
White Risk Ratio
(White LD, ED, or SI ÷ White enrollment) ÷
[(Total LD, ED, or SI – White LD, ED, or SI) ÷ (Total enrollment – White enrollment)]
= ______ risk
What do you notice?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Formula 7: Classification of SWD by Gender and Race/Ethnicity
Table 13: Observed Classification of Males by Race
African American
Hispanic
White
Total
# Male Classified
# Male Classified
# Male Classified
# Male Classified
B. Total male
enrollment
Total # male enrolled
Total # male enrolled
Total # male enrolled
Total # male enrolled
C. % male SWD
A/B x 100
A/B x 100
A/B x 100
A/B x 100
A. Observed male
SWD
Analysis and Interpretation:
Of African American males students INSERT PERCENTAGE FROM LINE C ________% are classified with special
education services.
Of Hispanic male students INSERT PERCENTAGE FROM LINE C ________% are classified with special education
services.
Of White male students INSERT PERCENTAGE FROM LINE C ________% are classified with special education
services.
Of All male students INSERT PERCENTAGE FROM LINE C ________ % are classified with special education
services.
Classificiation Rate = _______ ÷ _________ x 100 = _______%
CLassificiation Rate of Racial/ethnic group female =
Number SWD of racial group female divided by Total Enrollment of racial group female x 100
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Observed Classification of Females by Race
A. Observed female
SWD
B. Total female
enrollment
African American
Hispanic
White
Total
# Female Classified
# Female Classified
# Female Classified
# Female Classified
Total #
female enrolled
Total #
female enrolled
Total #
female enrolled
Total #
female enrolled
A/B x 100
A/B x 100
A/B x 100
A/B x 100
C. % female SWD
Analysis and Interpretation:
Of African American female students INSERT PERCENTAGE FROM LINE C ________ % are classified with
special education services.
Of Hispanic female students INSERT PERCENTAGE FROM LINE C ________% are classified with special
education services.
Of White female students INSERT PERCENTAGE FROM LINE C ________ % are classified with special
education services.
Of All female students INSERT PERCENTAGE FROM LINE C ________ % are classified with special education
services.
What do you notice?
Critical Analysis
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Overall Analysis
Are there any racial/ethnic groups that have a high risk of being classified as a SWD in this district?
What is their story (i.e. referrals, classification, setting, etc.)?
Why is it necessary to look at all of these components to help draw sound conclusions?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
STEP 2: Looking at Referral and Recommendation Data
Activity Process: As a team consider the path taken by a general education teacher when a student exhibits an
academic problems/needs. Please discuss this student’s journey through the academic referral process, and write down
the key policies, practices, and beliefs that may affect or determine the student’s outcome at each of the steps below.
Student Exhibits
academic
problem/need
Respondent
Teacher submits
a referral to
the building
intervention or
instructional
support team for
consideration
The school
intervention
team receives
and considers the
referral
The school
intervention team
refers to child
study team
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Step 3: Identifying Academic Interventions List
What are the types of academic interventions that are provided at a building and classroom level? As a team outline the
various types of interventions that are provided at different stages of academic difficulties.
Intervention Level
Primary
School/Classroom wide systems for all students, staff,
and settings
Available Building and Classroom Interventions
Secondary
Specialized group for students who are demonstrating
at-risk academic needs
Tertiary
Specialized group for students who are demonstrating
high-risk academic needs
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Effectiveness of Implementation and Result
Intervention Level
Primary
School/Classroom wide systems for all students, staff
and settings
What are the most effective interventions and why?
Secondary
Specialized group for students who are demonstrating
at-risk academic needs
Tertiary
Specialized group for students who are demonstrating
high-risk academic needs
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Step 4: Collecting More Process Data
Activity Process: As a team consider the educational process taken by students throughout the district. Below is a
list of various areas of the educational process that may possibly be implicated in the rates of disproportionality. The
team should identify a handful of specific data areas in which they collect the related data and conduct an analysis
using the questions in the fourth column to guide the analysis.
Quantitative Data
Discipline Referras
Early Intervention
Referrals
Special Education
Referrals
Policies
Reason for Data
Collection
Description of Data
A representative sample
of discipline records by
building, race, gender, incident type, and response
to incident
A representative sample
of early intervention
records by building, race,
gender, student need,
intervention provided,
and outcome
A representative sample
of individual education
plans (IEPs) by race, gender, student need, intervention provided, and
outcome
Analyze patterns in the
reason for referrals by
race and gender, and the
response by incident type
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
Analyze patterns in the
reason for referrals by
race and gender
Reason for Data
Collection
Description of Data
Discipline policy (building
and district level)
School and district
conduct manuals
District/School procedures Procedures and rates
for identifying, referring,
for intervention
and classifying students
identification, referrals
for special education, and
classification of students
as disabled (including the
membership team)
Analyze school discipline
policies
Critical Questions
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.
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 students being
referred special education for
different reasons compared to all
other students?
Are the specific academic needs
that can be addressed at the
classroom level and through the
intervention process?
Critical Questions
Are discipline policies clearly
defined?
How are students and staff made
aware discipline policies?
How are expected behavioral
norms taught?
Analyze the school special Are the policies aligned with the
education policies
intent of the program?
Are the teams appropriately
staffed?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Programs/ Practices Data
Disciplinary Practices
Reason for Data
Collection
Description of Data
Critical Questions
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 Program implementation
dropout rate
documents by building
Enumerate the programs
provided to students at risk
of dropping out
How are the programs
defined?
Who do the programs
serve?
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
List of current professional
development for general
education and special
education teachers
Examine types of family
outreach
Enumerate the professional
development opportunities for teachers; Examine
the topics of professional
development opportunities
provided to teachers
How are families
engaged by the school?
How are professional
development
opportunities chosen and
do they align to district
needs?
Teacher Professional
Development
Attitudes/
Perceptions Data
School Culture
Reason for Data
Collection
Description of Data
School Climate Surveys
Analyze district beliefs about
struggling learners; analyze
the overall level of cultural
responsiveness in the district
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Critical Questions
To what extent are the
district and its schools
responsive to the needs
of culturally diverse
students?
To what extent are the
district and its schools
responsive to the needs
of struggling learners?
TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Reflection
What are some of the common patterns identified by team members? What are some of the common points raised by team
members regarding how these factors operate in your district?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Step 5: Identifying Compounding Factors Involved in Disproportionality
Activity Process: As a team consider the various dimensions of the educational process taken by students throughout
the district. Below is a list of various areas of the educational process that may possibly be implicated in the rates of
disproportionality. Team members should review individually each factor and highlight the top ten factors they consider
is influencing the patterns of disproportionality in their district. After each members has identified their top ten and
written in the right column, engage the team in large group conversation regarding the ones the group maintained
consensus.
I. School Organizational and Instructional Policies and Practices: Various research points to school
organizational and instructional factors as implicated in disproportionality . That is, practices, programs, policies, and
beliefs are interacting in the school setting in such ways that lead to disproportionate number of ethnic minority students
in special education. The following list represents some of these factors:
Factor
Possible ways these factors influence
disproportionality patterns in your school district
A. Decision-making processes for determining special
education eligibility;
B. Placement in special education programs with
uneven levels of restrictiveness;
C. Administrative decisions related to hiring practices
and resource allocation that result in disparities;
D. Interactions among school location, disability,
ethnicity, poverty, and density of culturally and
linguistically diverse populations;
E. The lack of available alternative programs (e.g.,
early intervention, bilingual education, Title 1);
F. A lack of administrative support and funding for
training, release time for consultations and
planning can impede the fidelity of pre-referral
intervention strategies;
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Possible ways these factors influence
disproportionality patterns in your school district
Factor
G. Racial/ethnic bias at various stages of the
referral process;
H. Uneven quality of instruction and management in
general education classrooms;
I. Effects of various discipline policies (e.g.,
suspensions, zero tolerance, and expulsion);
J. Mismatch of increasing racial diversity among
student body and predominantly white, female
teaching force;
K. School processes and norms, at times, operate at
odds with racially diverse groups that are new to
school environment and larger community;
L. Early intervening services are provided with
the presumption of “fixing” the academic and/or
behavioral deficiency without examining the school
learning context.
M. The articulation of research-based instruction into
daily practice does not occur or is not fully
actualized because research has not sufficiently
addressed issues of race/ethnicity, culture, and
language within these research-based instructional
practices. More importantly, how these practices
operate alongside the culturally and linguisticallybased pedagogical fervor necessary by a teacher.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
II. Race and Culturally-Based Beliefs
Factor
Possible ways these factors influence
disproportionality patterns in your school district
A. Basic notions of race/ethnicity operate in the
disproportionate representation of African
American and Hispanicstudents in special education
because educators generally interpret linguistic and
cultural groups through middle-class lens.
B. The presence of IQ testing within the classification
process of special education suggests a linkage
between intelligence and disability. In addition,
the prevailing assumption is that the testing
structure is linguistically, culturally, and socially
representative of knowledge in society’s
mainstream.
C. Explanations of disproportionality are commonly
reduced to factors such as poverty or cultural
values of parents/home that are inconsistent with
school operation norms. Such explanations
presume the reading difficulties or behavioral
issues commonly noted in referrals of special
education students are due to poor parenting
practices and/or home conditions that prevent
ethnic minority and poor students from being
academically successful. However, these
explanations omit the prevalence of academically
successful poor ethnic minority students which
limits the applicability of this casual argument.
In other words, these factors may play a role but
are not predictors
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Reflection
What are some of the common factors identified by team members? What are some of the common points raised by
team members regarding how these factors operate in your district?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
STEP 5: Root Cause Conclusion
Based on your analysis of your student data, quality review, referral process, and interventions list, what are your
district strengths and what are your district’s process gaps? How does your data support these conclusions?
What are specific process remedies for this disproportionality pattern?
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Chapter
3
Sample Implementation Plans
The development of a Disproportionality Implementation Plan (DIP) is based on the TEA NCLB Improvement
Plans. The intent of modeling the DIP is to encourage alignment with the overall school improvement plans
tied to NCLB/ESEA. The following are the various components of the plan:
1.
NCLB Goals: There are various NCLB goals connected to disproportionality related outcomes and its
important to isolate them as being supported by the work related to disproportionality outcomes.
2.
Disproportionality Objectives: These objectives should be clear and measureable. The objectives shouldderive from the root cause process.
3.
Key Strategies: These strategies should emerge from the school process elements identified in the root
cause process that are resulting in some of the disproportionality outcomes.
4.
Timeline of Implementation: The timeline should reflect the actual timeframe expected for all related
activities.
5.
Evidence of Implementation: The evidence should be readily available and consistently collected
throughout the time period allotted for the implementation of key strategy.
6.
Outcome: The outcome should be related to the objective and it should provide a specific benchmark
that is being sought.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Disproportionality Improvement Plan
Disproportionality Disproportionality
Improvement Plan
Objectives
Sample
Improve ELA
proficiency
rates of specific
subgroups
(e.g., ELL and
African American
students)
Reduce rates of
referral to child
study team for
special education
evaluation
Timeline of
implementation
Key Strategies
Evidence of
implementation
Develop capacity Fall 2011-Spring
of instructional
2012
support team
to review files
and push-in
classrooms
Staff development schedule
for instructional
support team
members
Consistent
implementation
of universal
screening and
diagnostic
assessment
Database with
student level
screening and
diagnostic assessment data is
at 100% completion
Allot time in
schedule for
weekly teacher
collaboration
Outcome
(expected and
achieved)
Less than 5%
of referrals to
instructional
support team
result in referral
to child study
team
Weekly schedule
and agendas
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts
Artiles, A.J. , Trent, S.C., & Palmer, J. 2004. Culturally diverse students in special education: Legacies
and prospects. In J.A. Banks & C.M. Banks (Eds.) , Handbook of research on multicultural education
(2nd ed.). San Francisco, CA.: Jossey Bass.; Harry, B. & Klingner, J.K. (in press). Crossing the border
from normalcy to disability: Culturally and linguistically diverse students and the special education
placement process. New York: Teachers College Press.; Losen, D. & Orfield, G. (Eds.) 2002. Racial
inequity in special education. Cambridge, MA: Harvard University Press.
Patton, J.M. 1998. The disproportionate representation of African Americans in special education: Looking
behind the curtain for understanding and solutions. Journal of Special Education, 32, 25-31.
Steele, C., Perry, T. & Hilliard, A. 2004. Young, gifted, and Black: High Achievement among African
American students. Boston, MA.: Beacon Press.
O’Connor, Carla. 1997. “Dispositions Toward (Collective) Struggle and Educational Resilience in the
Inner City: A Case Analysis of Six African American High School Students.” American Educational
Research Journal, 34: 137-157. Flores-Gonzalez, N. “Puerto Rican High-Achievers: An example of ethnic
and academic identity compatibility.” Anthropology & Education Quarterly 24: 343-362.
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TEA State Performance Plan Technical Assistance System for Disproportionality: A Plan for Districts