Project Description Preview

DRAFT #1-Project Description


Problem of Practice Preview

The Individuals with Disabilities Education Act (IDEA) requires that the Michigan Department of Education, Office of Special Education and Early Intervention Services develop a State Performance Plan (SPP) for Special Education. Each year, we are required to report on progress of that plan through the Annual Performance Report (APR). There are twenty indicators for Part B Special Education that looks at how well Michigan’s students with disabilities are achieving and the infrastructure in place to support the implementation of IDEA--similar to a report card. Specifically, reporting of identification of children with disabilities, suspension/expulsion by race/ethnicity, educational environments and several other areas related to the education of students with disabilities. These data are reported in the APR. In addition, Regulation §300.646 of the IDEA requires Michigan to collect and report data annually for determining if significant disproportionality based on race and ethnicity is occurring in the districts. Specific areas of concern are:

a. identification of children with disabilities,
b. identification of children with disabilities in specific disability categories,
c. placement of children in particular education settings, and
d. disciplinary actions including suspensions and expulsions.

The areas of concerns are looked at through a different lens for the APR reporting. This is where much of the confusion occurs because most believe that the SPP/APR reporting requirements are the same as significant disproportionality and this is not the case.

It is my belief that the district level people I work with don’t have a clear understanding of these reporting requirements. District personnel need to understand what significant disproportionality is, as well as, the implications for districts identified with having significant disproportionality. Additionally, it is important for the learner to understand the difference between significant disproportionality and the reporting requirements for the APR. In my role as data analyst, I feel we need to find a way to teach educators across Michigan regarding these requirements. However, logistics makes it difficult to meet in person all the time with every single educator in Michigan. Therefore, we need a means of bringing this information to educators quickly and efficiently. Furthermore, I believe a research-based teaching strategy such as “Identifying Similarities and Differences”, as explained in Brabec’s article, could be an effective method of instructing educators on this topic.

District’s identified with significant disproportionality can have an impact on student learning because: 1) districts receiving IDEA funds must reallocate 15% of their grant money for the identified school year to coordinated early intervening services, 2) the district must also review all policies, procedures and practices regarding the identification of children with Individualized Education Programs (IEPs), and 3) the district is required to report to the public on any revisions of their policies, procedures and practices. Understanding the APR reporting requirements and significant disproportionality is important because when students are inappropriately identified, disciplined or placed in particular educational settings it may result in negative educational consequences such as limited access to the general education curriculum. Therefore, we should make every effort to clear up the confusion. In fact, I see this as a need and an opportunity for professional development and as a continued effort to ensure compliance with the IDEA to improve programs and services for Michigan’s students with disabilities. Intermediate School District and school district special education administrators or others responsible for students with IEPs will benefit from learning about these federal mandates. Specifically, addressing this problem is worth the effort because it can ultimately make a big difference in the learning environment for students with disabilities across the State.