DISPROPORTIONALITY

1. DISPROPORTIONALITY A review of files of American Indian and Black Students Identified with a Disability in EBD in Green Bay Area Public Schools (GBAPS) August, 2008

2. GBAPS demonstrates significant disproportionality in the area of: Emotional Behavioral Disability (EBD) *American Indian *Black What did we do? • Examined 127 files of American Indian Students identified EBD during the 2004-2005 school year • Examined 128 files of Black students identified EBD during the 2005-2006 school year

3. What are we looking for by reviewing files? • Are we “inheriting” the disproportionality through transfers? • Or are we contributing to it by inappropriate identification?

4. Total Percents of American Indian & Black Students Identified As EBDWho Transferred Into GBAPS

5. Transfer information • Of the 66 American Indian transfer students, 86% transferred into GBAPS, transferred out, then transferred back. • Of the 67 Black transfer students, 82% transferred into GBAPS, transferred out, then transferred back.

6. American Indian Student Transfers:District Which Identified Disability

7. Black Student Transfers:District Which Identified Disability

8. All Students: Green Bay Identified, Grade At Referral Referral and Evaluation Results • Of the 123 American Indian students identified EBD, GBAPS identified 82 of them at the grade levels depicted above. • Of the 122 Black students identified EBD, GBAPS identified 96 of them at the grade levels depicted above.

9. Placement Issues Not Part of State Criteria Referral and Evaluation Results • This graph represents, for American Indian and Black (African American) students, issues which were noted on evaluation documentation but are not represented in state EBD definition criteria.

10. DATA INTERPRETATION • A majority of the American Indian and Black students are not transferring into our district already identified by other districts. • GBAPS is identifying EBD students at a high rate overall which may be resulting in disproportionate identification of American Indian and Black ethnic group. • A high number of Black students were identified EBD during Pre K - 1st grade. • A high rate of transiency exists for American Indian and Black students identified as EBD; American Indians students identified as EBD were more transient than Black students. • Since 2001-2002, the number of American Indian transfers has increased yearly. • Since 2001-2002, the overall trend of transfers for Black students is one of increase. • Issues other than the state EBD definition criteria were noted on evaluations for EBD, such as low academic skills, ADHD (inattentive/distractible), defiance, disrespectful, and oppositional.

11. RECOMMENDATIONS • Re-evaluate transfer students within one year of transfer. • Examine process for screening and the evaluation of early childhood students. Interventions must be in place and documented and students must meet the state definition and school, home and/or community criteria. • Complete full three-year reevaluations on EBD students to make sure they still meet criteria and have a need for special education. • Collaborate with teachers to develop culturally responsive practices and help establish and/or identify classroom interventions. • Present and review EBD evaluation criteria with all staff (psychologists, social workers, general education teachers, special education teachers, principals, paraprofessionals, etc.). • Ensure that evaluation teams follow state criteria with integrity and fidelity.