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Special Education   >   Program Review    >   Significant Disproportionality

Significant Disproportionality

Washington’s Definition of Significant Disproportionality (WAC 392-172A-07040)

Washington defines SIGNIFICANT DISPROPORTIONALITY as a risk ratio of >3.0 for three consecutive years for any racial/ethnic group in any of the following areas:

  1. The identification of children as children with disabilities,
  2. The identification of children with a particular disability,
  3. The placement of children in particular educational settings (LRE Tables 2, 3, 28, or 29), or
  4. The incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
A minimum “n” size is used for both target (10) and comparison groups (20).

The risk ratio is a measure of the risk that a student from a specific racial/ethnic group will be served in a specific disability category compared to the risk of all other students being served in that category. For example, a risk ratio of 1.00 means that students from that group are as likely to be served in the category as all other students. A risk ratio greater than 1.00 indicates the degree to which students in the racial/ethnic group are over-represented. Therefore, a risk ratio of 3.23 in the EBD-Black category means that Black students in the district are 3.23 times more likely to be identified in the EBD category than all other students. A risk ratio less than 1.00 indicates the degree to which students from the racial/ethnic group are under-represented. For example, a risk ratio of 0.50 in the ID-Hispanic category means that Hispanic students in the district are half as likely to be identified in the ID disability category as all other students.

Risk Ratio (RR)

≤0.5 >0.5 to <0.67 0.67 to 1.5 >1.5 to <2.0 ≥2.0 to <3.0
(3 consecutive years)
>3.0
(3 consecutive years)
Disproportionate Under- representation At Risk for Disproportionate Under- representation No Disproportionate Representation At Risk for Disproportionate Over- representation Disproportionate Over- representation* Significant Disproportionality*
*Note: The results of the calculations will be verified using multiple methods.

Voluntary CEIS

  • Grade Level/Ages Served: Kindergarten through Grade 12.
  • Groups Served: Only students who are not currently identified as needing special education or related services.

Mandatory CCEIS

  • Grade Level/Ages Served: Age 3 through Grade 12.
  • Groups Served: Students who are not currently identified as needing special education or related services but who need additional academic or behavioral support to succeed in a general education environment; students currently identified as needing special education or related services (funds can be used primarily but not exclusively for this group).

Presentations

 Resources:

  1. Bulletin 030-18: Changes in the Calculation of Significant Disproportionality, Under IDEA
  2. Fact Sheet: Equity in IDEA (USDOE, 12/12/16)
  3. Final IDEA Regulations on Disproportionality (Federal Register, 12/19/16)
  4. Model State Timeline and Gantt Chart for Significant Disproportionality Implementation (USDOE, PDF, 5/25/17)
  5. Significant Disproportionality (Equity in IDEA) Essential Questions and Answers (OSEP, 3/2017)
  6. Topic: Disproportionality and Success Gaps (IDEA Data Center)
  7. Summary Planning Worksheet – Districts may use this worksheet as an optional self-review tool.
  8. Additional resources related to disproportionality (Indicators 4, 9, and 10) can be found on OSPI’s Disproportionality Technical Assistance Web page.
  9. Individual district data related to indicators 4, 9, and 10 can be found on the District Profiles.

 

   Updated 5/4/2018

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