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CESA 12 Disproportionality Grant 2005-06

CESA 12 Disproportionality Grant 2005-06 . Funds Provided by WI Department of Public Instruction Discretionary Grant. What is Disproportionality?.

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CESA 12 Disproportionality Grant 2005-06

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  1. CESA 12 Disproportionality Grant 2005-06 Funds Provided by WI Department of Public Instruction Discretionary Grant

  2. What is Disproportionality? • “Disproportionality” is a term used to refer to over identification or overrepresentation of the number of students of a particular ethnic or racial group in any area of education. • Disproportionality in special education has been considered one of the most significant challenges faced nationwide in the past few decades.

  3. Requirements from IDEA 2004 • States must determine if significant disproportionality is occurring with respect to: • The identification of children as children with disabilities and in accordance with a particular impairment. • Their placement in particular educational settings. • The incidence, duration and type of disciplinary actions.

  4. Graduation Rate

  5. Native Americans % Going to 2 or 4-year college 34.7% in 2000-01 50% in 2001-02 40% in 2002-03 % Going to employment, job training or military 52.2% in 2000-01 0% in 2001-02 0% in 2002-03 Non-Native American % Going to 2 or 4-year college 64.9% in 2000-01 63.4% in 2001-02 62.4% in 2002-03 % Going to employment, job training or military 21.2% in 2000-01 9.6% in 2001-02 2.8% in 2002-03 Post-Graduation Plans--District X

  6. Native Americans % stating “miscellaneous plans” (including undecided) 13% in 2000-01 50% in 2001-02 60% in 2002-03 Non-Native American % stating “miscellaneous plans” (including undecided) 13.9% in 2000-01 26.9% in 2001-02 34.8% in 2002-03 Post-Graduation Plans--District X

  7. Native Americans % Going to 2 or 4-year college 55% in 2000-01 60% in 2001-02 64.7% in 2002-03 % Going to employment, job training, or military 10% in 2000-01 8% in 2001-02 0% in 2002-03 Non-Native American % Going to 2 or 4-year college 87.6% in 2000-01 85.7% in 2001-02 71.4% in 2002-03 % Going to employment, job training, or military 0% in 2000-01 0% in 2001-02 7.1% in 2002-03 Post-Graduation Plans-District Z

  8. Native Americans % Stating “miscellaneous plans” (including undecided) 35% in 2000-01 32% in 2001-02 35.3% in 2002-03 Non-Native American % Stating “miscellaneous plans” (including undecided) 12.5% in 2000-01 14.3% in 2001-02 21.4% in 2002-03 Post-Graduation Plans-District Z

  9. Native American Educational Issues • Macroculture emphasizes competition and individual achievement, Native American culture stresses cooperation, collaboration, and group achievement

  10. Assessment, Learning and Native Family Involvement Issues • Due to unique learning styles of NATIVE American Indian children, their learning styles often mistaken as a learning disability • These learning styles suggests teachers should employ different teaching methods • Discussed ways of working with Native American Indian families to assist them in understanding the cultural values of the Native American Indian student

  11. Native American Educational Issues, cont. • Dominant culture uses words as primary mode of communication, Native American students are more likely to express themselves through actions

  12. Native American Educational Issues, cont. • These cultural differences can affect a student’s ability to conform to the expectations of the school. • Family or cultural expectations for child behavior may differ from the expectations of the educational setting

  13. Assessing and Dealing with Behavioral Issues • Discussed various needs of Native American Indians and what can be done to handle discipline • Range of responses is varied and careful evaluations must be completed

  14. Native American Educational Issues, cont • Identification of a child within his or her peer group may be more important than the selection or recognition as an individual, thus inhibiting performance

  15. Native American Educational Issues, cont. • Cultural and family expectations for verbal interactions with adults may be contradictory to teacher expectations

  16. Community Resource Mapping • A SYSTEM-BUILDING method that links community resources with an agreed-upon vision, organizational goals, strategies, and/or expected outcomes.

  17. Poor post school outcomes for youth with disabilities Low levels of access to and participation in postsecondary education and training Substantial levels of unemployment and underemployment Increased dependency Need for Community Mapping

  18. Community Resource Mapping • Focuses on assets • Builds relationships • Works across boundaries--includes all agencies involved--horizontal leadership • Aligns systems and services • Long-term; not a quick-fix

  19. Mapping • Starting with team members “at the table,” identify resources in your community to reach your goal • Agencies should provide this information: • Purpose/Clients • Activities/Services • Partners • Expected Outcomes • Other

  20. Mapping, Continued • Determine Gaps and Overlaps in services--and how they impact your service delivery system and outcomes. • What needs to be done to address the gaps/overlaps? • Gaps and overlaps may occur in services and supports, partners, youth populations served, funding sources, data collection efforts, etc.

  21. Thank You! Tom Potterton, Special Education and Regional Service Network Director CESA 12 tomp@cesa12.k12.wi.us

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