Member Meetings>Fall 2005 Member Meeting
Fall Meeting
Reducing Disproportionality and Student Suspensions in Urban Schools
October 26-29, 2005
Indianapolis Marriott Downtown
Indianapolis, Indiana
The primary topic for our meeting was "Reducing
Disproportionality and Student Suspensions in Urban Schools." The
meeting focused on strategies for reducing both the disproportionate representation
of culturally and linguistically diverse students in special education and
the suspension rates of students with and without disabilities in urban schools.
To help Collaborative members reflect on current research, evidenced-based
practices, and results, Dr. Eugene White, Superintendent
of the Indianapolis Public Schools, and Dr. Russell Skiba, Professor of Learning,
Development, and Psychological Sciences at Indiana University, served
as keynote speakers.
Keynote Presentations
Dr.
Eugene G. White assumed his duties as Superintendent of the Indianapolis Public Schools, a long-time Collaborative member
district, on July 1st. For the past 11 years, he served as Superintendent of another Collaborative district in Indiana , the
Metropolitan School District of Washington Township. Dr. White is incoming President of the American Association for School
Administrators and the author of Leadership Beyond Excuses: The Courage to Hold the Rope for school administrators
and others who are interested in effective leadership.
How Special is Special Education?
Dr. Russell Skiba has
worked with schools across the country in the management of disruptive behavior,
school discipline, and school violence, and has published
extensively in the areas of school violence, zero tolerance, and equity in education.
Dr. Skiba is Project Director of the Indiana Disproportionality Project, a
collaborative effort of the Indiana University Center on Evaluation and Education
Policy and the Indiana
Department of Education that monitors and addresses minority disproportionality
in special education.
Minority Disproportionality in Special Education and School Discipline: What
We Know, What We Need to Know
Download Dr. Skiba's Presentation
District Presentations
- Reducing Suspensions: A Canadian Perspective
Calgary Board of Education, Alberta, Canada
Presenters: Phil Carlton, Deb Lewis, Cyndi McNiven, & David Steveson
This presentation shared the Calgary Board of Education's comprehensive model of educational support used to reduce suspensions in their schools. By working collaboratively with health, social services, justice, and community partnerships, Calgary explains how it was able to bring services and resources to students within their community school and better respond to the complex and diverse needs of students. Community Conferencing, Student Response Team, Student Health Partnership, and English as a second language teams are a few examples of some successful partnership approaches highlighted.
Using Data Mapping to Analyze Disproportionality: A Discussion of the Technique and its Implications
Chicago Public Schools, IL
Presenter: Jim Lundstrom
In concert with the National Center for Culturally Responsive Educational Systems, the Chicago Public Schools analyzed neighborhood and school demographics in terms of risk factor for referral to special education. The results of this analysis and the resulting research proposal designed to reduce disproportionality were discussed. Participants reviewed data maps, learned how they were constructed, and heard Chicago Public School's conclusions from the analysis and the resulting plan of action.
Using an Integrated Model to Address Academics and Discipline Challenges
Cincinnati Public Schools, OH
Presenter: Markay Winston
The focus of this presentation was on one district's efforts to systemically implement an integrated model for addressing academic and behavioral concern (pyramid of interventions). Workshop participants received information on user friendly, practical strategies for initiating and sustaining a change effort that aimed to reduce inappropriate referrals for special education while also serving to minimize out of school suspensions and expulsions. Additionally, participants examined the application of a three tiered model and its implications for responding to the recently re-authorized Individuals with Disabilities Education Improvement Act of 2004 (IDEA).
Building Confidence, Attaining Mastery and Raising Scores in Mathematics to Reduce Over-identification
Cleveland Municipal School District, OH
Presenters: Donna Mazzola, Nancy Tondy, & Paula Woods
A balanced core mathematics curriculum, which address every child's need to revisit and practice skills acquired throughout the elementary years and beyond, is a universal design strategy that addresses misidentification or over-identification of students with disabilities in the primary grades. This presentation shared an approach to teaching mathematics, which has been implemented with surprising success, in both urban and suburban schools in the greater Cleveland area. Using simple materials and daily routines, teachers have helped students gain confidence and a positive attitude toward math, while systematically increasing standardized test scores. The presenters provided test date, sample materials—including assessment tools for valuable feedback—and an explanation of how teachers can gain more time for the introduction of new concepts and accelerate whole groups of students in mathematics.
Download the presentation
Strategies for Reducing Over-representation of African American Students Classified as Mentally Retarded
Dallas Independent School District, TX
Presenters: Thelma Kelly, Meredith Smith, & Wayne Tiritilli
The presentation focused on the current strategies utilized by the Dallas to reduce the over-representation of African-American students classified as mentally retarded. Session participants gained knowledge of a variety of promising approaches utilized by the DISD to help reduce over-representation. A few examples included additional non-verbal testing of those students whose initial evaluation results were minimally with the Mentally Retarded range and specialized special education tracking software that allows the district to determine all relevant demographic information for each staff member referring a student to special education and monitor district-wide referral practices.
Abacus: Enhancing Educational Outcomes for Middle School Students in the Indianapolis Public Schools
Indianapolis Public Schools, IN
Presenters: Debbie Anderson, Laura Borders, Pamela Carrington, Elizabeth Chapman, Donna Walker, & Linda Wisler
This presentation focused on Abacus, a middle school program designed to address the needs of significantly disengaged students and their families in the Indianapolis Public Schools. Participants learned about this model of intensive school-based services for disengaged middle school youth and its key educational and service delivery elements that contributed to strong outcomes, including suspension reduction, as well as, strategies for collaboration with family members, school staff, and community providers, and the roles and experiences of Abacus partners.
Download the presentation
The LEAD Project: Addressing Disproportionality at the Local Level
Metropolitan School District of Lawrence Township, IN
Presenters: Margie Labelle & Shana Ritter
This presentation focused on Abacus, a middle school program designed to address the needs of significantly disengaged students and their families in the Indianapolis Public Schools. Participants learned about this model of intensive school-based services and its key educational and service delivery elements that contributed to strong outcomes, including suspension reduction, as well as, strategies for collaboration with family members, school staff, and community providers, and the roles and experiences of Abacus partners.
Download the presentation
A Data-based Decision Making Model to Reducing Disproportionality and Student Suspensions in Urban Schools
Clark County School District, NV
Presenters: Don Blagg, Melinda Hauret, & Robert Weires
The Clark County School District has initiated a grass roots level approach to address the issue of disproportionality and student suspensions by adapting the risk analysis relative to Disproportionality of Children in Special Education as formulated by the National Research Council. Data was reviewed and analyzed by determining individual school data points in the areas of Mental Retardation, Learning Disabilities, and Emotional Disturbance across the five ethnic groups defined by the Office for Civil Rights. This presentation reviewed the process CCSD has put in place and the results of the past three years works in this area. Participants learned about CCSD's efforts to set up and modify it's program regarding disproportionality, response to intervention, positive behavior supports, inclusive schools, and school intervention teams.
Download the presentation
Handouts:
Discipline Compliance Review Checklist
Discipline Compliance Review Checklist - Section 504
Decreasing Suspensions and Over-representation in LAUSD: A Three-tiered Approach that Bridges the Gap
Los Angeles Unified School District, CA
Presenters: Nancy Franklin & Alnitta Rettig Dunn
The focus of this presentation was founded upon the notion that (a) all students should receive universal supports in academics and behavior before being suspended or expelled, and (b) collaboration between general and special education is essential to insure that a student referred for special education services has received appropriate instruction and interventions long before the student is potentially considered for referral and assessment for special education. Participants learned how LAUSD modified existing practices and developed research-based procedures for implementation of Tier One supports, and Tier Two and Three interventions. Tier One consists of (a) implementing universal academic and behavioral supports for all children, and (b) screening for behavior and academic difficulties that may require Tier Two and Three interventions.
Reducing Inappropriate Placement of English Language Learners in Special Education: The SPED/LEP Process
Granite School District, UT
Presenters: Stephan Prasad & Jennifer Slade
This presentation highlighted the assessment process for English language learners who are referred for special education in Granite School District. Practical handouts for attendees included a Special Education/Limited English Proficient (SPED/LEP) tracking sheet, pre-referral documentation forms, language proficiency summary sheet, parent interview, and SPED/LED summary sheet.
