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SPP Indicator 9: A compliance indicator that measures the percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. Indicator 9 compares the enrollment of all students to those students with IEPs by Race/Ethnicity at a school, district and state level.

SPP Indicator 10: A compliance indicator that measures the percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. Indicator 10 compares the enrollment of all students to those students with IEPs by Race/Ethnicity at a school, district and state level.

Indicator 9 Measurement:
Percent = # of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification divided by the # of districts in the State.

Indicator 10 Measurement:
Percent = # of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification divided by the # of districts in the State.

Indicator 9 & 10 Goal:
The goal of Indicators 9 and 10 is to decrease the disproportionate representation of racial and ethnic groups in special education and specific disability categories that is the result of inappropriate identification by addressing the root cause of the disproportionality at the local level.

Indicator 9 & 10 Data Source:

ISBE Pupil Count Table derived from IStar and SIS fall enrollment counts.

Indicator 9 & 10 Calculation:

ISBE employs a two-step process to determine the existence of disproportionality based on race and ethnicity in special education that is the result of inappropriate identification:

  1. ISBE calculates a weighted or alternate risk ratio for every school district in the state with regard to overall special education eligibility. These risk ratios are calculated for each racial/ethnic group enrolled in the district. The criteria for overrepresentation is as follows:
    • Overrepresentation is a calculated risk ratio (weighted or alternate) of 3.0 or higher for three consecutive years for a particular racial/ethnic group in which there are at least ten students in the special education population.
  2. In order to verify whether the disproportionality is the result of inappropriate identification in those districts with risk ratios of 3.0 or higher, ISBE requires the identified districts to conduct self-assessment activities, including data verification and a review of policies, practices, and procedures, and then submit the results of those activities to ISBE.
  • Weighted and Alternate Risk RatiosPDF Document
  • Disproportionality Assessment Tools
    • FY21 District ​Self-AssessmentWord Document
      In order for ISBE to determine if disproportionality is due to inappropriate identification, each district identified as having disproportionality is required to review and analyze student data at the district and individual building levels and to complete a district self-assessment using a template provided by ISBE (see link above). The purpose of this self-assessment is to examine policies, procedures and practices that may impact the disproportionate identification of students in specific racial/ethnic groups.
    • FY21 Disproportionality ​- Status ReportWord Document
      The Status Report template is to be used by those districts that have been determined to have the same continuing issue(s) of disproportionality as those identified in the preceding year and for which an in depth self-assessment was already completed. The purpose of the Status Report is for such districts to provide an update on their implementation of the improvement activities identified in the “Next Steps” section of the preceding year’s self-assessment. Districts with newly identified issues of disproportionality for the current year should not use this template.​​​​

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