SECTION V.B. 

SIGNIFICANT DISPROPORTIONALITY REPORTING FORM

Introduction: 

In accordance with 34 CFR § 300.647 (b)(7), States are required to report to the Secretary risk ratio thresholds, 

minimum cell sizes, minimum n-sizes, standards for measuring reasonable progress, if appropriate, and rationales for 

each. In general, these rationales must contain justifications for the choices made, including all relevant data and 

research relied upon to make an informed choice and how the State included stakeholders in that process. Additionally, 

pursuant to the authority established in Section 618(a)(3) of the IDEA, the Secretary is also requiring States to report 

the number of years of data used by your State in making annual determinations of significant disproportionality. 

Section A: Minimum N-Sizes 

1. Has the State:

a. established a minimum n-size of 30 or less in each of the 14 categories of analysis

described in § 300.647(b)(3) and (4) and

b. verified that the State does not expect to have a comparison group in any of the

categories of analysis that meets the minimum n-size?

Yes No

If you answered YES to question 1, stop. Go to Page 14, enter the name, title and click "Submit".

2. Does your State use a presumptively reasonable minimum n-size of 30 or less for each of

the 14 categories of analysis described in § 300.647(b)(3) and (4)? Yes No

If you answered YES to question 2 please answer question 2a: 

2a. Does your State use the same minimum n-size for all categories of analysis? Yes No

If you answered YES to question 2a: 

• Fill in Table 1 below by providing the minimum n-size and rationale.

If you answered NO to question 2a: 

• Fill in Table 2 below by providing the minimum n-sizes and rationales for each category of

analysis.

If you answered NO to question 2 please read below and answer question 2b: 

Minimum N-Size Detailed Rationale(s) Required 

In addition to the justification described in the Introduction, the rationale(s) must include a detailed explanation 

of why the numbers chosen are reasonable and how they ensure that the State is appropriately analyzing and 

identifying LEAs with significant disparities based on race and ethnicity in the identification, placement, or 

discipline of children with disabilities, as required by § 300.647(b)(7). 

2b. Does your State use the same minimum n-size for all categories of analysis? Yes No

If you answered YES to question 2b: 

• Fill in Table 1 below by providing the minimum n-size and detailed rationale.

If you answered NO to question 2b: 

• Fill in Table 2 below by providing the minimum n-sizes and detailed rationales for each category

of analysis over 30.

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 VIvl

VI
Table 1: Minimum N-Size — Same Minimum N-Size for all Categories of Analysis 

Minimum 

N-Size

Rationale 

Category of Analysis (detailed rationale required if minimum n-size is more than 30)

All categories of 

analysis 

Table 2: Minimum N-Size — Multiple Minimum N-Sizes 

Category of Analysis 

Minimum 

N-Size

Rationale 

(detailed rationale required if minimum n-size is more than 30) 

All disabilities 

Autism 

Emotional 

disturbance 

Intellectual disability 

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Category of Analysis 

Minimum 

N-Size

Rationale 

(detailed rationale required if minimum n-size is more than 30) 

Other health 

impairments 

Specific learning 

disability 

Speech and language 

impairments 

Inside a regular 

classroom less than 

40% of day 

Inside separate 

schools and 

residential facilities 

Total disciplinary 

removals 

Out of school 

suspensions 

<10 days 

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Category of Analysis 

Minimum 

N-Size

Rationale 

(detailed rationale required if minimum n-size is more than 30) 

Out of school 

suspensions 

>10 days

In school suspensions 

<10 days 

In school suspensions 

>10 days

Section B: Minimum Cell Sizes 

3. Does your State use a presumptively reasonable minimum cell size of 10 or less for each

of the 14 categories of analysis described in § 300.647(b)(3) and (4)? Yes No

If you answered YES to question 3 please answer question 3a: 

3a. Does your State only use one minimum cell size of 10 or less for 

all categories of analysis? Yes No

If you answered YES to question 3a: 

• Fill in Table 3 below by providing the minimum cell size and rationale.

If you answered NO to question 3a: 

• Fill in Table 4 below by providing the minimum cell sizes and rationales for each category of analysis.

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If you answered NO to question 3 please read below and answer question 3b: 

Minimum Cell Size Detailed Rationale(s) Required 

In addition to the justification described in the Introduction, the rationales must include a detailed explanation of why the numbers chosen are 

reasonable and how they ensure that the State is appropriately analyzing and identifying LEAs with significant disparities, based on race and ethnicity, 

in the identification, placement, or discipline of children with disabilities, as required by § 300.647(b)(7). 

3b. Does your State use the same minimum cell size for all categories of analysis? Yes No

If you answered YES to question 3b: 

• Fill in Table 3 below by providing the minimum cell size and detailed rationale.

If you answered NO to question 3b: 

• Fill in Table 4 below by providing the minimum cell size and detailed rationales for each category of analysis over 10.

Table 3: Minimum Cell Size — Same Minimum Cell Size for all Categories of Analysis 

Category of Analysis 

Minimum 

Cell Size 

Rationale 

(detailed rationale required if minimum cell size is more than 10) 

All categories of 

analysis 

Table 4: Minimum Cell Size — Multiple Minimum Cell Sizes 

Category of Analysis 

Minimum Cell 

Size 

Rationale 

(detailed rationale required if minimum cell size is more than 10) 

All disabilities 

Autism 

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Category of Analysis 

Minimum Cell 

Size 

Rationale 

(detailed rationale required if minimum cell size is more than 10) 

Emotional disturbance 

Intellectual disability 

Other health impairments 

Specific learning disability 

Speech and language 

impairments 

Inside a regular classroom less 

than 40% of day 

Inside separate schools and 

residential facilities 

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Category of Analysis 

Minimum Cell 

Size 

Rationale 

(detailed rationale required if minimum cell size is more than 10) 

Total disciplinary removals 

Out of school suspensions <10 

days 

Out of school suspensions >10 

days 

In school suspensions <10 days 

In school suspensions >10 days 

Section C: Risk Ratio Thresholds 

4. Does your State use one risk ratio threshold for each of the 14 categories of

analysis described in § 300.647(b)(3) and (4)? Yes No

If you answered YES to question 4: 

• Fill in Table 5 below by providing the risk ratio threshold and rationale.

If you answered NO to question 4: 

• Fill in Table 6 below by providing the risk ratio thresholds and rationales for each category of analysis.

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Table 5: Risk Ratios — Same Risk Ratio Threshold for all Categories of Analysis 

Category of Analysis 

Risk Ratio 

Threshold Rationale 

All categories of 

analysis 

Table 6: Risk Ratios — Multiple Risk Ratio Thresholds 

Category of Analysis 

Risk Ratio 

Threshold Rationale 

All disabilities 

Autism 

Emotional disturbance 

Intellectual disability 

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Category of Analysis 

Risk Ratio 

Threshold Rationale 

Other health impairments 

Specific learning disability 

Speech and language 

impairments 

Inside a regular classroom 

less than 40% of day 

Inside separate schools and 

residential facilities 

Total disciplinary removals 

Out of school suspensions 

<10 days 

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Category of Analysis 

Risk Ratio 

Threshold Rationale 

Out of school suspensions 

>10 days

In school suspensions <10 

days 

In school suspensions >10 

days 

Section D: Reasonable Progress 

5. Does your state utilize the reasonable progress flexibility? Yes No

If you answered NO to question 5, proceed to question 6. 

5a. Does your state utilize the same reasonable progress flexibility for each of 

the 14 categories of analysis described in § 300.647(b)(3) and (4)? Yes No

If you answered YES to question 5a: 

• Fill in Table 7 below by providing the State’s standard for measuring reasonable progress and rationale.

If you answered NO to question 5a: 

• Fill in Table 8 below by providing the State’s standards for reasonable progress and the rationale for each category of analysis.

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Table 7: Reasonable Progress — Same Standard for all Categories of Analysis 

Category of Analysis Standard Rationale 

All categories of 

analysis 

Table 8: Reasonable Progress — Multiple Standards 

Category of Analysis Standard Rationale 

All disabilities 

Autism 

Emotional 

disturbance 

Intellectual disability 

Other health 

impairments 

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Category of Analysis Standard Rationale 

Specific learning 

disability 

Speech and language 

impairments 

Inside a regular 

classroom less than 

40% of day 

Inside separate 

schools and 

residential facilities 

Total disciplinary 

removals 

Out of school 

suspensions 

<10 days 

Out of school 

suspensions 

>10 days

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Category of Analysis Standard Rationale 

In school 

suspensions 

<10 days 

In school 

suspensions 

>10 days

Section E: Number of Years of Data 

6. Does your state use the same number of years of data in making annual

determinations of significant disproportionality for each of the 14 categories of

analysis described in § 300.647(b)(3) and (4)?

Yes No

If you answered YES to question 6: 

• Fill in Table 9 below by providing the number of years of data the State uses in making annual determinations of significant disproportionality.

If you answered NO to question 6: 

• Fill in Table 10 below by providing the number of years of data the State uses in making annual determinations of significant disproportionality for

each category of analysis.

Table 9: Years of Data — Same Number of Years Used for all Categories of Analysis 

Category of Analysis Number of Years of Data Used 

All categories of analysis 

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Table 10: Years of Data — Multiple Number of Years of Data Used 

Category of Analysis Number of Years of Data Used 

All disabilities 

Autism 

Emotional disturbance 

Intellectual disability 

Other health impairments 

Specific learning disability 

Speech and language impairments 

Inside a regular classroom less than 40% of day 

Inside separate schools and residential facilities 

Total disciplinary removals 

Out of school suspensions <10 days 

Out of school suspensions >10 days 

In school suspensions <10 days 

In school suspensions >10 days 

Name of Individual Preparing the Form: 

Title of Individual Preparing the Form: 

Date:

Part B Annual State Application: FFY 2020 Section V -15

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