SIGNIFICANT DISPROPORTIONALITY
Requirements and Resources
Proportionate Representation Collaborative Group Meetings
We are excited that the R10 Proportionate Representation Collaborative Group (PRCG) will continue for the 2023-2024 school year. This group works together to address the challenges of Significant Disproportionality (SD). The meetings are designed to support special education leaders whose school district or charter school has been identified as SD (Year 1), SD (Year 2), or SD (Year 3) through Results-Driven Accountability (RDA). Our goal is to support proportionate representation and equitable services to students receiving special education services.
Check offerings by visiting the Region 10 Special Education Liaison website.
ESC Contacts & Support
Region 10 ESC
- DATA: SD Identification & Methodology – Kandice Burke, Beth Garcia, & Evan Heckmann
FUNDING: Grants, MOE, CCEIS – Betsy Gilchrist, Kandice Burke & Stacey Glosson
Accessing Your SD Report in the TEA Login (TEAL) Accountability Application
Note: There is no sound.
State and Federal Information: Significant Disproportionality
Under 20 U.S.C 1418 (d) and 34 Code of Federal Regulations (CFR) §300.646, states must provide for the collection and examination of data to annually determine whether significant disproportionality based on race or ethnicity is occurring in the State and local education agencies (LEAs) with respect to three areas.
1. Identification
2. Placement
3. Disciplinary Removals
TEA Results Driven Accountability: When the State identifies LEAs with significant disproportionality, the LEA must meet the requirements found at 34 CFR §300.646 (c) and (d). If the LEA is found to be SD in one or more of the SD categories as published in the Results Driven Accountability (RDA) report for three years in a row, LEAs are required to:
- Review (and, if appropriate) revise policies, procedures, and practices;
- Reserve the maximum amount of funds to be used for early intervening services; and
- Report on the revision of policies, procedures, and practices.
TEA Significant Disproportionality: The Individuals with Disabilities Education Act (IDEA), Part B requires states and local educational agencies (LEAs) to address the disproportionate representation of racial and ethnic groups in special education. Check out the resources available on the TEA Significant Disproportionality website for more information.
Office of Special Education Program: OSEP: Significant Disproportionality Essential Questions & Answers (March 2017)
TEA's Intensive Support Monitoring
Comprehensive Coordinated Early Intervening Services (CCEIS) Resources & Coordinated Early Intervening Services (CEIS)
CCEIS: Mandatory – LEAs identified as having significant disproportionality in the identification, placement, and/or disciplinary removals must use IDEA Part B funds for CCEIS
CEIS: Voluntary – LEAs can choose to use a portion of their IDEA Part B funds for services to a defined group of at-risk students.
NOTE: TEA has not yet received specific reporting requirements from OSEP for CCEIS regarding student outcomes. While current reporting mechanisms only require LEAs to report aggregate numbers to TEA for CEIS, LEAs should consider maintaining a child-level record to account for each child who received CEIS or CCEIS.
IDEA DATA Center: Comparison of CCEIS and CEIS
TEA CEIS Requirements website An LEA identified as having significant disproportionality based on race or ethnicity must reserve the maximum amount of 15% of IDEA-B funds to be used for CEIS.
LEARN HOW TO:
- Learn how to identify the need for mandatory comprehensive CEIS or voluntary CEIS.
- Understand and implement mandatory comprehensive CEIS or voluntary CEIS.
- Track and report CEIS funds expended and children served.
- Identify Technical Assistance (TA) centers and resources to help states understand and implement these opportunities and requirements. (Center for IDEA Fiscal Reporting)
Texas Equity Toolkit
This tool is designed to support LEAs as they implement their Equity Plans. Ideally, LEAs will demonstrate effectiveness with each of the success criteria.
The Texas Equity Toolkit has been designed to mirror a continuous improvement process with the hope that this structure allows for three things to occur:
- The equity planning process fits within a district's annual continuous improvement process.
- The district's continuous improvement process results in increasing equitable access.
- The districts already comfortable with the continuous improvement process can interact with the toolkit just in those places where it provides a benefit to them.
TIER Network Resources
TIER On-Demand Trainings
Supports for Special Education Referrals
After engaging in this course, learners should be able to do the following:
- Describe how data from the multi-tiered system of supports (MTSS) framework inform the referral process
- Identify how MTSS data can be used as a component of student evaluation
- Describe how MTSS data can inform individualized education program (IEP) development for eligible students
TIER Culturally and Linguistically Responsive Practices (CLRP) Sessions
Essentials
- Explore what culturally and linguistically restorative practices (CLRP) are
- Discuss what these practices look like at the classroom, school, and district level
- Draw connections between CLRP and restorative practices
Academic Instruction
- Explore how to incorporate culturally and linguistically responsive practices within academic instruction
- Consider practices in assessment and instruction that optimize MTSS for culturally and linguistically diverse students
- Discuss CLRP considerations for reading, writing, and math instruction
- Identify difficult features of the English language
Behavior Interventions
- Discuss culturally and linguistically responsive considerations for behavior interventions in a multitiered system of supports framework
- Explore implicit bias and how it affects the way we see behavior problems in our schools
- Draw connections between restorative practices and CLRP
Other Resources
Behavior Supports for Significant Disproportionality
Equity, Inclusion, and Opportunity: Address Success Gaps Toolkit
Addressing Success Gaps Toolkit
The toolkit will support the use of the Success Gaps white paper and rubric and includes materials and resources for facilitating a team through the process of identifying root causes for success gaps in a district or school and the development of an improvement plan. (IDEA Data Center)
HEALTH EQUITY RESOURCES
BOOKS and ARTICLES
Solving Disproportionality and Achieving Equity
Culturally Proficient Coaching
Culturally Proficient Coaching: Supporting Educators to Create Equitable Schools- 2nd Edition Delores B. Lindsey, Richard S. Martinez, Randall B. Lindsey, Keith T. Myatt (2020)