Self-Assessment Disproportionate Representation - Asheville City ...

SELF-ASSESSMENT FOR DISPROPORTIONATE REPRESENTATION:
A REVIEW OF POLICIES, PRACTICES AND PROCEDURES
Increasing effective educational programs for all students in all classes will reduce the number of
inappropriate evaluations, placements and/or suspensions that contribute to disproportionate
representation. This document has been developed to assist school districts in determining
factors including policies, practices and procedures that could be contributing to disproportionate
representation in the area of special education identification. This information will guide school
districts in determining efficient action steps that can be taken in order to address
disproportionate representation.
Directions:
Each school district must identify a team of professionals who will work together to review
policies, practices and procedures that impact the issue of disproportionate representation. The
team should include regular and special educators representing administration, professional
learning, curriculum and instruction, school psychology, student support services, school
improvement, and parents. Once the team is identified, they should meet to complete the selfassessment.
Information from all schools in the district (preschool programs, elementary, middle
and high schools and alternative programs) should be considered when completing the form. For
those items that are rated as “Evidence”, please cite documentation to support this rating. The
self-assessment should be mailed to the Exceptional Children Division no later than December
19, 2007. Mail to Diann Irwin, Department of Public Instruction, 6356 Mail Service Center,
Raleigh, NC 27699-6356.
This document is adapted from documents developed by the Georgia Department of Education,
National Center for Culturally Responsive Educational Systems and The Equity Center

System: Asheville City Schools
Contact Person: (Superintendent’s Designee) Paul Perrotta
E-mail Address: paul.perrotta@asheville.k12.nc.us
Phone Number: 828-350-6128
Team Members Who Participated in the Self-Assessment:
Name
Tanya Presha
Kelly Lindsey
Darrel Herndon
Debra Prenata
Josh Kumm
Renoo Samms
DeeDee Allen
Charlotte Moore
Christy Hicks
Chris Cicotello
Nancy Costello
Stephnanie Keeber
Pam Cocke
Ann Ward
Mary Schillereth
Kyley Ferris
Randall Johnson
Lars Johnson
Latessa Johnson
Amy Cornett
Joab Gouveia
Laurie Mcdanel
Title
School Success Coordinator
School Psychologist
Assistant Principals, Jones
Director of ACS Preschool
EC Teacher, AHS
School Counselor, Hall Fletcher
School Counselor, Claxton
Assistant Principal, Claxton
EC Teacher, AMS
SLP, Jones
Literacy Coach, Elementary-level
CTE Teacher, AHS
Principal, AMS
Executive Director of Curriculum and Instruction
AIG Coordinator
Kindergarten Teacher, Hall Fletcher
EC Teacher, RLC
PBS Coordinator
Director of Student Services
Program Support Specialist
Lead School Psychologist
Program Support Specialist
Statement of Assurance
Superintendent’s Signature: ________________________________________________________________
2

Self-Assessment for Disproportionate Representation
Indicators of Policy, Procedures
&
Evidence Based
Practices/Programs
1. A universal screening ( ex.
Dibels, K-2 Assessments,
Benchmarks) system is in place to
assess strengths and challenges of
all students in academic
achievement, talents, behavior, and
other areas that impact student
performance.
2. Schools use direct
measurements of achievement and
behavior to identify and rectify
achievement discrepancies to
improve positive student
outcomes.
3. High quality, systematic
instruction is provided to students
with deficits in precursor skills.
4. There is shared responsibility
among general educators and
specific program area specialists
(e.g. special education, ELL, AIG,
Title I, curriculum specialist) for
prevention and intervention.
5. Prescriptive
assessment/progress monitoring is
used to promote effective
instruction.
6. Multiple sources of data are
objectively analyzed by student
support teams (SST) in order to
determine the causes of a student’s
difficulty prior to referring the
student for evaluation.
Not Addressed Beginning Developing Evidence
Minimal
implementation
with 0 to 20% of
schools
implementing this
practice.
Emerging
implementation
with between 21%
and 49% of schools
implementing
consistently and
effectively.
X
X
X
X
X
Consistent
implementation
with between 50 to
79% of school
implementing
effectively.
X
Widespread
implementation in 80%
or more of all schools
with effective results.
For each item rated as
“Evidence”, cite
supporting
documentation.
3

Indicators of Policy, Procedures
&
Evidence Based
Practices/Programs
7. Research-based reading instruction
is provided. Please list program(s):
Not
Addressed
Minimal
implementation
with 0 to 20% of
schools
implementing this
practice.
Beginning Developing Evidence
Emerging
implementation
with between 21%
and 49% of schools
implementing
consistently and
effectively.
Consistent
implementation
with between 50 to
79% of school
implementing
effectively.
Widespread
implementation in 80%
or more of all schools
with effective results.
For each item rated as
“Evidence”, cite
supporting
documentation.
- ACS Balanced English
Language Arts Program
- READ 180 (MS, HS, Alternative
School)
- Reading Recovery
- SRA
- Corrective Reading, SWD 3-5
- Reading Mastery, SWD K-2
8. Research-based mathematics
instruction is provided. Please list
program(s):
- Scott Foresman Mathematics
Program
- Spiral Curriculum
9. Other Research-based
interventions or curricula are
offered. Please list:
- IMPACT
- Positive Behavior Support
- Second Step
- Heartwood
- Crisis Prevention Institute (CPI)
- Padeia
- Ustars
- Comer
- Implementation of the Problem
Solving Model (PSM) with the
Student Success Team Model
(SST) and Response to
Intervention (RtI)
X
X
X
(for evidence, see
left hand column)
4

Indicators of Policy, Procedures &
Evidence Based Practices/Programs
Not
Addressed
Beginning Developing Evidence
Minimal
implementatio
n with 0 to
20% of
schools
implementing
this practice.
Emerging
implementation with
between 21% and
49% of schools
implementing
consistently and
effectively.
Consistent
implementation with
between 50 to 79% of
school implementing
effectively.
Widespread
implementation in 80% or
more of all schools with
effective results. For each
item rated as “Evidence”,
cite supporting
documentation.
10. Scientifically-based educational and
behavioral interventions (FBA/BIP)
recommended by the SST are tailored
for the individual student, culturally
appropriate, and effectively
implemented in the classroom.
11. The SST routinely reviews data that
reflects the student’s progress after the
plans have been implemented.
Adjustments are made as needed and
referral is made when necessary.
12. Eligibility determination includes
comprehensive data from a variety of
sources and consideration of factors
such as opportunity to learn, limited
English proficiency, appropriate
instruction in reading and math, and
quality of instruction in language
acquisition and/or appropriate behavior.
13. Parents are involved in eligibility
determination decisions as evidenced by
prior notice/invitation to conference.
EVIDENCE: File Audits, signed
paperwork with parent signature and/or
multiple attempts to invite, CIPP data
14. The district procedures for location,
referral and identification are
transparent, equitable, and
multidisciplinary and applied in
accordance with federal and state
regulations.
EVIDENCE: Child Find activities,
District procedures/manuals, ongoing
staff training, DPI CIMS/CIPP audit,
PSM/SST/RtI Training and
implementation, collaboration with Part
“C” agencies
X
X
X
X
(for evidence, see
left hand column)
X
(for evidence, see
left hand column)
X
(for evidence, see
left hand column)
5

Indicators of Policy, Procedures &
Evidence Based Practices/Programs
15. The district annually reviews
referral and eligibility decisions for
special education including methods,
types of measures and frequency with
which identification decisions are
made by race/ethnicity and gender.
EVIDENCE: Ongoing audits,
referral/eligibility data review
sessions, case reviews with school
psychologist groups
16. Teachers and staff have been
provided training in and consistently
practice School-wide Positive
Behavior Support.
17. The school system has a plan in
place that demonstrates rigorous
efforts to recruit and retain minority
teachers.
EVIDENCE: ACS Human Resources
has implemented a plan and
recruitment team to for
recruiting/retaining minority teachers.
18. Principals and building leadership
teams have had data analysis training
and they apply knowledge gained to
make effective improvements in
learning environments and processes.
19. Professional development about
cultural language and ethnic diversity
is provided to both regular and special
education teachers across disciplines
to facilitate effective development and
implementation of early intervening
services.
Not
Addressed
Minimal
implementation
with 0to 20% of
schools
implementing
this practice.
Beginning Developing Evidence
Emerging
implementation with
between 21% and
49% of schools
implementing
consistently and
effectively.
X
X
Consistent
implementatio
n with between
50 and 79% of
schools
implementing
effectively.
X
Widespread
implementation in 80%
or more of all schools
with effective results.
For each item rated as
“Evidence”, cite
supporting
documentation.
X
(for evidence, see
left hand column)
X
6

Indicators of Policy, Procedures &
Evidence Based
Practices/Programs
20. On-going supervision is
provided in order to ensure that
teachers struggling with classroom
management receive assistance.
21. Collaborative practices between
general educators and exceptional
children educators at both the
prevention and intervention levels
exists throughout the district.
22. On-going training and support is
provided to ensure that teachers
address individual learning needs
through differentiated instruction
aligned to academic grade-level
content.
23. Limited English proficient
students are afforded an equal
education as evidenced by qualified
teachers, adequate provision of
English as a second language
services, successful mainstreaming,
and satisfactory school achievement.
24. The district ensures that students
who are culturally and linguistically
diverse are represented equitably in
all programs, including those for
gifted and rapidly progressing
students.
25. The district has a policy that
ensures that monetary, physical, and
other resources, including qualified
personnel, are distributed to schools
according to need.
Not
Addressed
Minimal
implementation
with 0 to 20%
of schools
implementing
this practice.
Beginning Developing Evidence
Emerging
implementation
with between 21%
and 49%
of schools
implementing
consistently and
effectively.
X
X
X
X
X
X
Consistent
implementation
with between 50
and 79% of
schools
implementing
effectively.
Widespread
implementation in 80%
or more of all schools
with effective results.
For each item rated as
“Evidence”, cite
supporting
documentation.
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Summary:
After the review of your policy, procedures and practices above, please state the hypotheses for
your LEA’s disproportionate representation:
Asheville City Schools had a 23 member, multidisciplinary team break up into three groups to
review and analyze the Indicators of Policy, Procedures & Evidence Based Practices/Programs.
Each group reviewed all 25 indicators by having a discussion, taking notes, identifying areas of
concern/need and areas of strength. Each group shared their findings in a large group summary
discussion.
The factors below have been identified as “relative” to a hypothesis for disproportionate
representation in Asheville City Schools:
1. student equity and readiness issues
2. a need to increase support and resources for teachers dealing with challenging behaviors
3. more curriculum based assessments/measurements
4. ongoing development of universal screenings
5. further development of targeted research based interventions matching the needs of
students at risk and/or suspected of having a disability
6. socio-economic, mental health and environmental contributing factors
7. ongoing training in the area of differentiated instruction
8. more assurances with instruction being implemented with fidelity
9. greater attention and priority to early intervention
10. more continuous improvement efforts with the school based problem solving model and
Positive Behavior Support (PBS) systems
There was also reference and recommendation to combine a transition preschool focus team with
the disproportionality team.
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