Source: http://www.p12.nysed.gov/specialed/spp/selfreviewethnic0910.htm
Timestamp: 2017-01-24 13:11:34
Document Index: 182417912

Matched Legal Cases: ['§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200', '§200']

Revised April 2009 Disproportionate Identification of Racial and Ethnic Groups for Special Education and Related Services (Indicator #9)
New York State Education Department Office of Vocational and Educational Services for Individuals with DisabilitiesSpecial Education Quality Assurance16th Floor · One Commerce PlazaAlbany, NY 12234
· Checklist to Complete the Disproportionality Self-Review Monitoring Protocol (Attachment
· School District Self-Review Monitoring Protocol (Attachment 2) - This form establishes the protocol to conduct the self-review. The protocol:
· Data Analysis of Students Referred to the CSE (Attachment 3) - This chart is used to assist the district in determining if students of the identified racial/ethnic groups in all buildings within the district have had equal access to prereferral interventions and that all students have been treated equally in the referral process. This chart will help the team determine patterns of over- or underutilization of prereferral interventions.
· Individual Student Record
used to determine compliance. · Focused Rubric
· Interview Questions to Identify Improvement Activities (Attachment
· Disproportionality Self-Review Monitoring Report (Attachment
· When fewer than 90 percent of the total number of records reviewed (Attachment
· When other required documentation from Attachments 3 and 5 provide evidence of noncompliance, the issue must be reported as "noncompliant."
The self-review protocol is designed to respond to district-wide data. Depending on the depth of the district's needs, the review team may find it necessary to review its building data to identify which buildings of the district are disproportionately over or under identifying students.
· Determination of Y (compliance): o 90 percent or more of the total number of records reviewed (Attachment 4) show evidence that a particular regulatory requirement has been met (i.e., marked "Y" or "NA"); and
· Determination of "N" (noncompliance):
· As examples:
· provides equitable opportunities to provide supportive interventions that allow a student to be successful in the general education environment, and
· is implemented in a consistent manner for all students in all schools of the district.
a plan and policies for implementing school-wide approaches, which may include a response to intervention process, and prereferral
state the reasons for the referral and include any test results, records or reports upon which the referral is based that may be in the possession of the person submitting the referral. §200.4(a)(2)(iii)(b)
describe in writing intervention services, programs or instructional methodologies used to remediate the student's performance prior to referral, including any supplementary aids or support services provided for this purpose, or state the reasons why no such attempts were made. §200.4(a)(9)
are provided and administered in the student's native language or other mode of communication and in the form most likely to yield accurate information on what the student knows and can do academically, developmentally and functionally, unless it is clearly not feasible to so provide or administer; §200.4(b)(6)(i)(b)
are used for purposes for which the assessments or measures are valid and reliable; §200.4(b)(6)(i)(c)
are administered by trained and knowledgeable personnel in accordance with the instruction provided by those who developed such assessments; and §200.4(b)(6)(i)(d)
are selected and administered so as not to be discriminatory on a racial or cultural basis. §200.4(b)(6)(v)
Upon completing the administration of tests and other evaluation materials, the CSE and other qualified individuals must determine whether the student is a student with a disability, as defined in section §200.1(zz). (See Attachment 2A)
lack of appropriate instruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies; §200.4(c)(2)(ii)
lack of instruction in math; or §200.4(c)(2)(iii)
limited English proficiency. §200.4(d)
Documentation for the individual evaluation procedure that "materials and procedures used to assess a student with limited English proficiency are selected and administered to ensure they measure the extent to which the student has a disability and needs special education, rather than measure the student's English language skills" (§200.4(b)(6)(xvi)) would be "NA" if the student does not fit into the category of limited English proficient.
with a disability, as defined in section §200.1(zz). (See
A student shall not be determined eligible for special education if the determinant factor is lack of appropriate instruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies. [§200.4(c)(2)(i)] A student shall not be determined eligible for special education if the determinant factor is lack of instruction in math. [§200.4(c)(2)(ii)] A student shall not be determined eligible for special education if the determinant factor is limited English proficiency. [200.4(c)(2)(iii)] Prior to the development of the recommendation, the Committee shall ensure that the appropriateness of the resources of the general education program, including educationally related support services and academic intervention services, has been considered. [§200.4(d)] Directions on how to use the Rubric
Upon completing the administration of tests and other evaluation materials, the CSE and other qualified individuals must determine whether the student is a student with a disability, as defined in section §200.1(zz). (See Attachment
A student shall not be determined eligible for special education if the determinant factor is lack of appropriate instruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies. §200.4(c)(2)(ii)
A student shall not be determined eligible for special education if the determinant factor is lack of instruction in math. §200.4(c)(2)(iii)
A student shall not be determined eligible for special education if the determinant factor is limited English proficiency. §200.4(d)
Click on Self-Review Checklists and select the checklist for the appropriate issue, if there is more than one. Follow the on-line directions to complete the form. Using documentation from the Monitoring Protocol (Attachment 2), click the box under the "Yes" or "No" column as appropriate for each regulatory requirement. All citations must have a compliance indication.
Read the statement of verification of accuracy of data and if you agree, place a check in the box next to it. Select "Click Here to Submit your Data" Click on either the HTML Verification Report or the PDF Verification Report and print a copy.
Follow the directions on the verification report for any next steps that are noted on the verification report. School District Code: School District Name: Contact Person: Email: Telephone: Statement of Verification of Accuracy I verify that the information submitted in this report is accurate based upon the findings from the Disproportionality Self-Review Monitoring process conducted during the current academic year. (The on-line form will identify the dates of the current academic year.)
Each Board of Education or Board of Trustees shall adopt written policy that establishes a plan and policies for implementing school-wide approaches, which may include a response to intervention process, and prereferral interventions in order to remediate a student's performance prior to referral for special education.
[ ] §200.4(c)(2)
[ ] §200.4(c)(2)(ii)