Criteria for Notifications for State Performance Plan Indicators
Indicator 4A: Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
Indicator 4B: Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Significant Disproportionality by Race and Ethnicity in disciplinary Actions, disability category, identification, and placement for Students with Disabilities.
SPP Indicator Age Group Descriptions
Criteria for Notification and Explanation of Data Used
for Indicator 4A
Significant Discrepancy in Suspensions/Expulsions of
Students with Disabilities
Notification Year: [Populated in PD System] School Year, based on [Populated in PD System] Data
Indicator 4A: Percent of districts identified by the State as having a significant discrepancy in the rate of suspensions and expulsions of students with disabilities for greater than 10 days in a school year. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
Measurement:
The number of students with disabilities suspended out-of-school for more than 10 days in a school year, divided by the school year count of students with disabilities ages 3-21.
Source of Data:
Numbers of suspensions are reported in the PD8 report for the [Populated in PD System] school year in Table 1, Section 3, Column B Total. The school year count of students age 3-21 are reported through the Student Information Repository System (SIRS).
Criteria for Notification:
- Minimum of 10 students with disabilities suspended out of school for more than 10 days;
- Minimum of 30 students with disabilities enrolled during the [Populated in PD System] school year; and
- The district's suspension rate is two times or more than the statewide 2004-05 school year baseline rate of 1.34.
- Districts with a suspension rate above 2.70 percent are notified they have a significant discrepancy.
Criteria for being “At Risk”:
- Minimum of 10 students with disabilities suspended out of school for more than 10 days;
- Minimum of 30 students with disabilities enrolled during the [Populated in PD System] school year; and
- Districts with a suspension rate above the statewide 2004-05 school year baseline rate of 1.34 and below 2.70.
- Districts with a suspension rate above 1.34 and equal to or below 2.70 are notified that they are at risk of significant discrepancy.
Criteria for Notification and Explanation of Data Used for Indicator 4B
Significant Discrepancy in Out of School Suspensions/Expulsions of Students with Disabilities
Notification Year: [Populated in PD System] School Year, based on [Populated in PD System] Data
Indicator 4B:
Percent of districts identified by the State as having a significant discrepancy in the rates of out-of-school suspensions and expulsions of greater than 10 days in a school year of students with disabilities by race and ethnicity. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22))
Measurement:
The number of students with disabilities suspended out-of-school for more than 10 days in a school year by race and ethnicity, divided by the school year count of students with disabilities ages 3-21, by race and ethnicity.
Source of data:
Numbers of suspensions were reported in the PD8 report for the [Populated in PD System] school year in Table 2, Section 3, Column B, Rows 1-7. The school year count of students age 3-21 are reported through the Student Information Repository System (SIRS).
Criteria for notification:
- Minimum of 10 students with disabilities of a specific race and ethnicity were suspended out of school for more than 10 days;
- Minimum of 30 students with disabilities of a specific race and ethnicity enrolled during the [School Year Populated in PD System] school year; and
- The district's 4B suspension rate is two or more standard deviations above the [School Year Populated in PD System] statewide average suspension rate of [Rate Populated in PD System]. The [School Year Populated in PD System] standard deviation was [Rate Populated in PD System].
- Districts with any race and ethnicity with a 4B suspension rate above [Rate Populated in PD System] are notified they have a significant discrepancy.
Criteria for being “At Risk”:
- Minimum of 10 students with disabilities of a specific race and ethnicity were suspended out of school for more than 10 days;
- Minimum of 30 students with disabilities of a specific race and ethnicity enrolled during the [School Year Populated in PD System] school year; and
- The district's 4B suspension rate is above the statewide average suspension rate of [Rate Populated in PD System] but equal to or below [Rate Populated in PD System] (two standard deviations above the statewide average).
Criteria for Notification and Explanation of Data Used for Indicator 9
Disproportionality in the Identification of Students for Special Education
Notification Year: [Populated in PD System] School Year, based on [Populated in PD System] Data
Indicator 9:
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Measurement:
Relative risk ratios are computed for each race and ethnicity. The ratios are a comparison of the risk of each race and ethnicity category to be identified for special education services compared to the risk of all other race and ethnicity categories combined to be identified for special education services. The ratios indicate how much more or less likely each race and ethnicity is to be identified for special education services compared to all other races and ethnicities combined.
The following calculations and methodologies are used:
For the focus group¹, the count of students with disabilities of a specific race and ethnicity are divided by the total count of students of the specific race and ethnicity. Example: a count of 20 Hispanic students identified as students with disabilities is divided by a count of 75 Hispanic students with and without disabilities enrolled in the district, resulting in a risk ratio of 0.2666. The focus group is the race and ethnicity or race and ethnicity and disability combination being evaluated.
For the comparison group², the count of students with disabilities of all other races and ethnicities are divided by the total count of students of all other races and ethnicities. Example: a count of 59 non-Hispanic students identified as students with disabilities is divided by a count of 400 non-Hispanic students with and without disabilities enrolled in the district, resulting in a risk ratio of 0.1475. The comparison group is all other race and ethnicities or all other race and ethnicity and disability combinations than the focus group.
The focus group risk ratio is divided by the comparison group risk ratio to get the relative risk ratio. Example: 0.2666 is divided by 0.1475 = 1.807
Criteria for Notification:
- At least 10 students with disabilities of particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- At least 10 students with disabilities of all other races and ethnicities were enrolled in the district on [BEDS Date Populated in PD System]; and
- At least 30 students of particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- At least 30 students of all other races and ethnicities were enrolled in the district on [BEDS Date Populated in PD System]; and
- The relative risk ratio for any race and ethnicity is above 2.5.
Source of data:
- The district count of students with disabilities receiving special education by race and ethnicity as of [BEDS Date Populated in PD System] was reported through the Student Information Repository System (SIRS) and verified in the VR3.
- The district count of all students ages 5 in Kindergarten through 21, with and without disabilities, enrolled in the district on [BEDS Date Populated in PD System] by race and ethnicity was reported through the SIRS, including out-of-district placements.
¹ The focus group is the race/ethnicity or race/ethnicity/disability combination being evaluated.
² The comparison group is all other race/ethnicities or all other race/ethnicity/disability combinations than the focus group.
Criteria for Notification and Explanation of Data Used for Indicator 10
Disproportionality by Race and Ethnicity in the Identification
of Students by Specific Disabilities
Notification Year: [Populated in PD System] School Year, based on [Populated in PD System] Data
Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Measurement:
Relative risk ratios are computed for each race and ethnicity in six disability categories: intellectual disability, learning disability, emotional disability, speech or language impairment, other health impairment and autism. The ratios are a comparison of the risk of each race and ethnicity in these disability categories to be identified for special education services compared to the risk of all other race and ethnicity categories in these disability categories combined to be identified for special education services. The ratios indicate how much more or less likely each race and ethnicity in these disability categories is to be identified for special education services compared to all other races and ethnicities combined.
The following calculations and methodologies are used:
For the focus group¹, the count of students with disabilities of a specific race or ethnicity in a disability category are divided by the total count of students of the specific race or ethnicity. Example: a count of 20 Hispanic students identified in the learning disability category is divided by a count of 75 Hispanic students with and without disabilities enrolled in the district, resulting in a risk ratio of 0.2666. The focus group is the race or ethnicity in the disability category being evaluated.
For the comparison group², the count of students with disabilities of all other races and ethnicities in a disability category are divided by the total count of students of all other races and ethnicities. Example: a count of 59 non-Hispanic students identified in the learning disability category is divided by a count of 400 non-Hispanic students with and without disabilities enrolled in the district, resulting in a risk ratio of 0.1475. The comparison group is all other race and ethnicities in the disability category being evaluated.
The focus group risk ratio is divided by the comparison group risk ratio to get the relative risk ratio. Example: 0.2666 is divided by 0.1475 = 1.807
Criteria for Notification:
- At least 10 students with disabilities of particular race and ethnicity were enrolled in district on [BEDS Date Populated in PD System]; and
- At least 10 students with disabilities of all other races and ethnicities were enrolled in district on [BEDS Date Populated in PD System]; and
- At least 30 students of particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- At least 30 students of all other races and ethnicities were enrolled in the district on [BEDS Date Populated in PD System]; and
- The relative risk ratio for any race and ethnicity is above 4.0.
Source of Data:
- The district count of students with disabilities receiving special education by race and ethnicity as of [BEDS Date Populated in PD System] was reported through the Student Information Repository System (SIRS) and verified in the VR3.
- The district count of all students ages 5 in Kindergarten through 21, with and without disabilities, enrolled in the district on [BEDS Date Populated in PD System] by race and ethnicity was reported through the SIRS, including out-of-district placements.
For additional information on relative risk ratios see: https://ideadata.org/resources/resource/140/methods-for-assessing-racialethnic-disproportionality-in-special-education.
¹ The focus group is the race/ethnicity or race/ethnicity/disability combination being evaluated.
² The comparison group is all other race/ethnicities or all other race/ethnicity/disability combinations than the focus group.
Significant Disproportionality by Race and Ethnicity in
Disciplinary Actions for Students with Disabilities
Notification Year: [Populated in PD System] School Year, based on [Populated in PD System] Data
Measurement: SED computed relative risk ratios for each race and ethnicity to determine disproportionality. A Risk Ratio is a numerical comparison, expressed as a ratio or decimal, that compares the risk of one group to the risk of another group. For special education, the Risk Ratio compares the risk of a specific outcome for a specific racial or ethnic group in a district and the risk of that same outcome for all other children in the district. The ratios indicate how much more or less likely each race and ethnicity is to be suspended compared to all other races and ethnicities combined.
- The district count of students with disabilities of a particular race and ethnicity who were suspended are compared to the district count of all students with disabilities, of the particular race and ethnicity who were enrolled in the district during the school year. This results in a district risk rate for students with disabilities of a specific race or ethnicity.
- The district count of students with disabilities of all other race and ethnicities who were suspended are compared to the district count of all students with disabilities, of all other race and ethnicities who were enrolled in the district during the school year. This results in a district comparison rate for students with disabilities of all other specific race and ethnicities.
- The statewide count of students with disabilities who were suspended of all other race and ethnicities are compared to the statewide count of all students with disabilities, of all other race and ethnicities who were enrolled in the district during the school year. This results in a statewide comparison rate for students with disabilities of all other specific race and ethnicities.
- The district risk rate calculated in Step 1 is then divided by either the district comparison rate calculated in Step 2 or the statewide comparison rate calculated in Step 3. This results in the relative risk ratio. The United States Department of Education requires NYSED to use the statewide comparison rate if there were less than 10 students with disabilities suspended of all other races OR if there were less than 30 students with disabilities of all other races enrolled in the district during the school year. When the statewide comparison rate is used, this results in an alternate risk ratio that is then used for determining disproportionality.
When a district shows disproportionality for three years in a row for the same race and ethnicity in the same category, the district is identified as having Significant Disproportionality. When a district is identified as having significant disproportionality, the district is subject to a monitoring review and is required to reserve 15 percent of IDEA funds (Sections 611 and 619) to provide Comprehensive Coordinated Early Intervening Services (CCEIS) for students in grades K-12.
When a district shows disproportionality for one or two years, they are notified as being At Risk for Significant Disproportionality.
Source of Data:
Numbers of suspensions were reported in the PD8 report for the [Populated in PD System] school year in Table 2, Section 3 Columns A and B, Section 4 Columns A and B, and Section 5 Column A, Rows 1-7. The school year count of students age 3-21 are reported through the Student Information Repository System (SIRS).
Criteria for Significant Disproportionality:
Current year and prior two years of data showing:
- At least 30 students with disabilities of the particular race were enrolled in the district during the school year
- At least 10 students with disabilities of the particular race were suspended in the following suspension categories:
- suspended in school 10 days or fewer
- suspended in school more than 10 days
- suspended out of school 10 days or fewer
- suspended out of school more than 10 days
- Total Removals (the number of times students of a particular race and ethnicity were suspended).
- A relative risk ratio for any race and ethnicity suspended in or out of school for more than 10 days that exceeds 2.0; or
- A relative risk ratio for any race and ethnicity suspended in or out of school for 10 days or fewer that exceeds 3.0; or
- A relative risk ratio for any race and ethnicity for Total Removals that exceeds 4.0
Criteria for being "At Risk":
Current year or current year and prior year data showing:
- At least 30 students with disabilities of the particular race were enrolled in the district during the school year
- At least 10 students with disabilities of the particular race were suspended in the following suspension categories:
- suspended in school 10 days or fewer
- suspended in school more than 10 days
- suspended out of school 10 days or fewer
- suspended out of school more than 10 days
- Total Removals (the number of times students of a particular race and ethnicity were suspended).
- A relative risk ratio for any race and ethnicity suspended in or out of school for more than 10 days that exceeds 2.0; or
- A relative risk ratio for any race and ethnicity suspended in or out of school for 10 days or fewer that exceeds 3.0; or
- A relative risk ratio for any race and ethnicity for Total Removals that exceeds 4.0
Significant Disproportionality for Disability in Category Notification
Based on [School year populated in PD System] Data
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Measurement:
SED computed relative risk ratios for each race and ethnicity and disability category to determine disproportionality. The disability categories examined are autism, emotional disability, learning disability, intellectual disability, speech or language impairment, and other health impairment. A Risk Ratio is a numerical comparison, expressed as a ratio or decimal, that compares the risk of one group to the risk of another group. For special education, the Risk Ratio compares the risk of a specific outcome for a specific racial or ethnic group and specific disability category in a district and the risk of that same outcome for all other children in the district. The ratios indicate how much more or less likely each race and ethnicity is to be identified for Special Education and Related Services compared to all other races and ethnicities combined.
- The district count of students with disabilities of a particular race and ethnicity who were identified for Special Education and Related Services in a disability category are compared to the district count of all students, with and without disabilities, of the particular race and ethnicity who were enrolled in the district on [BEDS Date Populated in PD System]. This results in a district risk rate for students with disabilities of a specific race or ethnicity and specific disability category.
- The district count of students with disabilities of all other race and ethnicities who were identified for Special Education and Related Services in a disability category are compared to the district count of all students, with and without disabilities, of all other race and ethnicities who were enrolled in the district on [BEDS Date Populated in PD System]. This results in a district comparison rate for students with disabilities of all other specific race and ethnicities and specific disability category.
- The statewide count of students with disabilities who were identified for Special Education and Related Services in a disability category of all other race and ethnicities are compared to the statewide count of all students, with and without disabilities, of all other race and ethnicities who were enrolled in a district on [BEDS Date Populated in PD System]. This results in a statewide comparison rate for students with disabilities of all other specific race and ethnicities and specific disability category.
- The district risk rate calculated in Step 1 is then divided by either the district comparison rate calculated in Step 2 or the statewide comparison rate calculated in Step 3. This results in the relative risk ratio. The United States Department of Education requires NYSED to use the statewide comparison rate if there were less than 10 students with disabilities suspended of all other races OR if there were less than 30 students with disabilities of all other races enrolled in the district on [BEDS Date Populated in PD System]. When the statewide comparison rate is used, this results in an alternate risk ratio that is then used for determining disproportionality.
When a district shows disproportionality for three years in a row for the same race and ethnicity, the district is identified as having Significant Disproportionality, is subject to a monitoring review and is required to reserve 15 percent of IDEA funds (Sections 611 and 619) to provide Comprehensive Coordinated Early Intervening Services (CCEIS) for students in grades K-12.
When a district shows disproportionality for one or two years, they are notified as being At Risk for Significant Disproportionality.
Source of data:
- The number of students with disabilities receiving special education by race and ethnicity as of [BEDS Date Populated in PD System] were reported through the Student Information Repository System (SIRS) and verified in the VR3 "Ages 5 who are in Kindergarten through 21" table.
- The total enrollment of all students (with and without disabilities) in the school district's jurisdiction by race and ethnicity is the sum of the enrollment by race/ethnicity in the district on [BEDS Date Populated in PD System] through the Student Information Repository System (SIRS), including out-of-district placements.
Criteria for Significant Disproportionality:
Current year and prior two years of data showing:
- At least 10 students were identified for Special Education and Related Services of the particular race and ethnicity in the specific disability category; and
- At least 30 students, with and without disabilities, of the particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- A relative risk ratio for any race and ethnicity that exceeds 4.0
Criteria for being "At Risk":
Current year or current year and prior year data showing:
- At least 10 students were identified for Special Education and Related Services of the particular race and ethnicity in the specific disability category; and
- At least 30 students, with and without disabilities, of the particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- A relative risk ratio for any race and ethnicity that exceeds 4.0
Significant Disproportionality for Disability in Identification Notification
Based on [School year populated in PD System] Data
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C)
Measurement:
SED computed relative risk ratios for each race and ethnicity to determine disproportionality. A Risk Ratio is a numerical comparison, expressed as a ratio or decimal, that compares the risk of one group to the risk of another group. For special education, the Risk Ratio compares the risk of a specific outcome for a specific racial or ethnic group in a district and the risk of that same outcome for all other children in the district. The ratios indicate how much more or less likely each race and ethnicity is to be identified for Special Education and Related Services compared to all other races and ethnicities combined.
- The district count of students with disabilities of a particular race and ethnicity who were identified for Special Education and Related Services are compared to the district count of all students, with and without disabilities, of the particular race and ethnicity who were enrolled in the district on [BEDS Date Populated in PD System]. This results in a district risk rate for students with disabilities of a specific race or ethnicity.
- The district count of students with disabilities of all other race and ethnicities who were identified for Special Education and Related Services are compared to the district count of all students, with and without disabilities, of all other race and ethnicities who were enrolled in the district on [BEDS Date Populated in PD System]. This results in a district comparison rate for students with disabilities of all other specific race and ethnicities
- The statewide count of students with disabilities who were identified for Special Education and Related Services of all other race and ethnicities are compared to the statewide count of all students, with and without disabilities, of all other race and ethnicities who were enrolled in a district on [BEDS Date Populated in PD System]. This results in a statewide comparison rate for students with disabilities of all other specific race and ethnicities.
- The district risk rate calculated in Step 1 is then divided by either the district comparison rate calculated in Step 2 or the statewide comparison rate calculated in Step 3. This results in the relative risk ratio. The United States Department of Education requires NYSED to use the statewide comparison rate if there were less than 10 students with disabilities suspended of all other races OR if there were less than 30 students with disabilities of all other races enrolled in the district on [BEDS Date Populated in PD System]. When the statewide comparison rate is used, this results in an alternate risk ratio that is then used for determining disproportionality.
When a district shows disproportionality for three years in a row for the same race and ethnicity, the district is identified as having Significant Disproportionality, is subject to a monitoring review and is required to reserve 15 percent of IDEA funds (Sections 611 and 619) to provide Comprehensive Coordinated Early Intervening Services (CCEIS) for students in grades K-12.
When a district shows disproportionality for one or two years, they are notified as being At Risk for Significant Disproportionality
Source of data:
- The district count of students with disabilities receiving special education by race and ethnicity as of [BEDS Date Populated in PD System] was reported through the Student Information Repository System (SIRS) and verified in the VR 1 and VR3.
- The district count of all students ages 3-21, with and without disabilities, enrolled in the district on [BEDS Date Populated in PD System] by race and ethnicity was reported through the Student Information Repository System (SIRS), including out-of-district placements.
Criteria for Significant Disproportionality:
Current year and prior two years of data showing:
- At least 10 students were identified for Special Education and Related Services of the particular race and ethnicity; and
- At least 30 students, with and without disabilities, of the particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- A relative risk ratio for any race and ethnicity that exceeds 2.5
Criteria for being "At Risk":
Current year or current year and prior year data showing:
- At least 10 students were identified for Special Education and Related Services of the particular race and ethnicity; and
- At least 30 students, with or without disabilities, of the particular race and ethnicity were enrolled in the district on [BEDS Date Populated in PD System]; and
- A relative risk ratio for any race and ethnicity that exceeds 2.5
Significant Disproportionality for Disability in Placement Notification
Based on [School year populated in PD System] Data
Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20 U.S.C. 1416(a)(3)(C))
Measurement:
SED computed relative risk ratios for each race and ethnicity and placement category to determine disproportionality. A Relative Risk Ratio is a numerical comparison, expressed as a ratio or decimal, that compares the risk of one group to the risk of another group. For special education, the Relative Risk Ratio compares the risk of a specific outcome for a specific racial or ethnic group and placement category in a district and the risk of that same outcome for all other children with disabilities in specific placement categories in the district. The ratios indicate how much more or less likely each race and ethnicity is to be identified for Special Education and Related Services and placed in a specific placement category compared to all other races and ethnicities combined.
- The district count of students with disabilities ages 5 and in kindergarten through age 21 of a particular race and ethnicity in a specific placement category are compared to the district count of all students with disabilities ages 5 and in kindergarten through age 21 of the particular race and ethnicity who were enrolled in the district on [BEDS Date Populated in PD System]. This results in a district risk rate for students with disabilities of a specific race or ethnicity in a specific placement category.
- The district count of students with disabilities ages 5 and in kindergarten through age 21 of all other races and ethnicities in a specific placement category are compared to the district count of all students with disabilities ages 5 and in kindergarten through age 21 who were enrolled in the district on [BEDS Date Populated in PD System]. This results in a district comparison rate for students with disabilities of all other races and ethnicities in a specific placement category.
- The statewide count of students with disabilities ages 5 and in kindergarten through age 21 of all other races and ethnicities in a specific placement category are compared to the statewide count of all students with disabilities ages 5 and in kindergarten through 21 who were enrolled in a district on [BEDS Date Populated in PD System]. This results in a statewide comparison rate for students with disabilities of all other races and ethnicities in a specific placement category.
- The district risk rate calculated in Step 1 is then divided by either the district comparison rate calculated in Step 2 or the statewide comparison rate calculated in Step 3. This results in the relative risk ratio. The United States Department of Education requires NYSED to use the statewide comparison rate if there were less than 10 students with disabilities of all other races in a specific disability category OR if there were less than 30 students with disabilities of all other races and ethnicities enrolled in the district on [BEDS Date Populated in PD System]. When the statewide comparison rate is used, this results in an alternate risk ratio that is then used for determining disproportionality.
When a district shows disproportionality for three years in a row for the same race and ethnicity and placement category, the district is identified as having Significant Disproportionality, is subject to a monitoring review and is required to reserve 15 percent of IDEA funds (Sections 611 and 619) to provide Comprehensive Coordinated Early Intervening Services (CCEIS) for students in grades K-12.
When a district shows disproportionality for one or two years, they are notified as being At Risk for Significant Disproportionality.
Source of data:
- The number of students with disabilities receiving special education by race and ethnicity in specific placement categories as of [BEDS Date Populated in PD System] were reported through the Student Information Repository System (SIRS) and verified in the VR5, Report 15B, Table 1 and Table 2.
- The number of students with disabilities ages 5 and in kindergarten through age 21 who were enrolled in the district on [BEDS Date Populated in PD System] were reported through the SIRS and verified in the VR5, Report 15B, Table 1, Table 2 and Table 3.
Criteria for Significant Disproportionality:
Current year and prior two years of data showing:
- At least 10 students with disabilities of a particular race and ethnicity in a specific disability category were enrolled in the district on [BEDS Date Populated in PD System]; and
- At least 30 students with disabilities of the particular race and ethnicity in a specific placement category were enrolled in the district on [BEDS Date Populated in PD System]
- A relative risk ratio for any race and ethnicity in a specific disability category that exceeds 2.5.
Criteria for being "At Risk":
Current year or current year and prior year data showing:
- At least 10 students with disabilities of a particular race and ethnicity in a specific disability category were enrolled in the district on [BEDS Date Populated in PD System]; and
- At least 30 students with disabilities of the particular race and ethnicity in a specific placement category were enrolled in the district on [BEDS Date Populated in PD System]
- A relative risk ratio for any race and ethnicity in a specific disability category that exceeds 2.5.
SPP Indicator Age Group Descriptions
The table below describes the age groups that are used for the SPP Notifications (the NR Forms in the PD System).
The following acronyms are used:
SWD = Students with Disabilities
SD = Significant Disproportionality
5K = 5 year old in kindergarten
BEDS Day = first Wednesday in October
VR5 = School Age LRE Setting Report in the PD System
| Indicator | Risk Numerator (Race) | Risk Denominator (Race) | Compare Numerator (Other Races) | Compare Denominator (Other Races) |
Point in Time |
|---|---|---|---|---|---|
| 4 | SWD 3 through 21 | All students 3 through 21 | 3 through 21 | 3 through 21 | Entire Year |
| SD - Suspension | SWD 3 through 21 | All students 3 through 21 | 3 through 21 | 3 through 21 | Entire Year |
| 9 | SWD 5K through 21 | All students 5K through 21 | 5K through 21 | 5K through 21 | BEDS Day |
| 10 | SWD 5K through 21 | All students 5K through 21 | 5K through 21 | 5K through 21 | BEDS Day |
| SD - Identification | SWD 3 through 21 | All students 3 through 21 | 3 through 21 | 3 through 21 | BEDS Day |
| SD - Category | SWD 3 through 21 | All students 3 through 21 | 3 through 21 | 3 through 21 | BEDS Day |
| SD - Placement | SWD 5K through 21 | SWD 5K through 21 in regular classroom or separate setting (VR5 Report 15B, Tables 1, 2 and 3) |
SWD 5K through 21 | SWD 5K through 21 in regular classroom or separate setting (VR5 Report 15B, Tables 1 and 2) |
BEDS Day |