A Tale of Two Cities: Disproportionality As a Change Event: What We Know and the Challenges and Results of Applying that Knowledge and Learned Experiences.

A Tale of Two Cities:Disproportionality As a Change Event:

What We Know and the Challenges and Results of Applying that

Knowledge and Learned Experiences in a Local School District and Two

Parishes

Presentation made to the National Forum--NCCREST by:

Dr. James Patton ([email protected])Arlington, VA

February 8, 2007

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A Tale of Two Cities

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…” Dickens, Charles, (1859). A Tale of Two Cities

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A Tale of Two Cities

Introductions Agenda and Contexts A Brief Review of Known Evidence

Re: Disproportionality in Schools and other Systems

The Challenge—It’s There!! A Psychosocial Framework For Understanding

Disproportionality As A Change Event — Local School Districts’ Reactions to Disproportionality

The Response—Of One Local School Division and the Ongoing Response of Two LA Parishes

Your Response and the Future—We shall See!!

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Contexts and Perspectives

Historical, Social, Cultural, Political and Economic Contexts

Upstream and Downstream Knowledge and Responses—The Story of Dr. Zhivago

Disproportionality and Achievement/Discipline Gaps—Seeing the Forests and the Trees

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38 Years Ago…

Lloyd Dunn (1968):

“We must face the reality – we (special education teachers) are asked to take children that others cannot teach, and a large percentage of these are from ethnically and/or economically disadvantaged backgrounds” (p. 20).

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Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington D.C.: National Academy Press.

National Research Council results of the Committee on Special Education.

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NAS 1982 and 2002 and The Persistence of the Problem

In 1982 Disproportionality was found to be a problem as reported by the NAS. (Heller, Holtzman & Messick, 1982)

…“Twenty years later, Disproportionality in special education persists.”

(Donovan & Cross, 2002)

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National Research Council (2002)

Recommendations that States provide: “Course work and practicum experiences

to prepare teachers to deliver culturally responsive instruction. More specifically, teachers should be more familiar with the beliefs, values, cultural practices, discourse styles, and other features of student’s lives…” (p.373).

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National Research Council (2002)

In response to disproportionality, the NRC calls for extensive changes in training and roles of teachers, administrators, and related service personnel in order to make education professionals responsive to a diverse population. In particular, this body suggests that “recognizing and working with implicit and explicit racial stereotypes should be incorporated in training programs” (p. 317).

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What Is The Status of Such Training?

Although 41 states require some form of diversity training for teacher licensure and certification, specific requirements, definitions, and standards vary significantly and are routinely not enforced (Ewing, 1997).

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The National Council for the Accreditation of Teacher Education

The National Council for the Accreditation of Teacher Education (NCATE) found that only 56% of the institutions surveyed addressed cultural diversity adequately in their pre-service professional education curricula (Goodwin, 1997).

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Disproportionality: From A Cradle to Grave Perspective

Disproportionate Low Pre-and Para-Natal Care and Low Life Expectancy at Birth-Born in 1998—All-78.7;WM-76.5;AAW-66.6; WF-81; AAF-76

Disproportionate Infant Mortality Rates, Abandonment at Birth; Foster Care Placements

Disproportionality in Special and Gifted Education

Disproportionate High School Dropout Rates—Whites 61.9% in Public Schools/% of HS dropout rate 7.9%; AA 16.5%/14.6%; Hispanics 17.3%/28.5%—Even Worse for Students with Disabilities- website dropoutprevention.org/NDPC-SD

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Disproportionality: From Cradle to Grave Perspective, Cont.

Disproportionate Educational Attainment Disproportionate Income Disproportionate Incarceration Rates-White 76.0%/66.1%

in prison; AA13.2%/43.0%; Hispanics 13.5%/32.8% Disproportionate % on Death Row-Whites 76.0% US

Pop/49% on death row; AA 13.2%/45% Hispanics 13.5%/11%

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Disproportionality

Well then what does that elephant in the room look like?

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What is Disproportionality?

Disproportionate representation is defined as “the extent to which membership in a given group affects the probability of being placed in a specific special education disability category” (Oswald, et. Al. 1999).

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What is Disproportionality?

“Disproportionality is the over or underrepresentation in special and gifted education of a given population group often defined by racial and ethnic backgrounds, but also defined by socioeconomic status, national origin, English proficiency, gender, and sexual orientation in a specific population category.”

(EMSTAC: www.emstac.org,’04)

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National Disproportionality

Although African Americans account for 14.8% of the school aged population, they account for 26% and 33% of all students diagnosed with Emotional Disturbance and Mild Mental Disabilities, respectively (USDOE, 2000).

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Relative Risk or Odds Ratio--National

What is the risk of identification as MR for African American students, compared to the risk for White students?

African American students are 2.40 more likely than White students to be identified with MR.

(NCCREST, 2004)

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Louisiana/Rapides MR Risk Ratios

What is the risk of identification as MR for African American students in LA, compared to the risk for White students?

African American students are 2.53 more likely than White students to be identified with MR in LA and double digits in some Parishes.

African American students are 3.06 more likely than White students to be identified with MR in Rapides Parish Schools.

(LA APR, “03-”04;LANSER IDEA, 2003)

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Louisiana/Calcasieu MRRisk Ratios

What is the risk of identification as MMR for African American students in LA and Calcasieu Parish, compared to the risk for White students? African American students are 2.53 more likely

than White students to be identified with MMR in LA.

African American students are 3.41 more likely than White students to be identified with MMR in Calcasieu Parish Schools.

(LA Dec.,”04;LANSER IDEA)

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Learning Disabilities--National

Odds ratios are lowest for Asian/Pacific Islanders (0.37) and highest for American Indian/Alaskan Native students (1.24).

Odds ratios for Black and Hispanic students are close to 1.0.

The most significant pattern is the dramatic increase of children from all racial/ethnic groups in this category.

States with the highest RI for Black students are Delaware, Rhode Island, New Mexico, and Montana.

States with the highest RI for Hispanic students are Delaware, New York, and Rhode Island.

(NCCREST, 2004)

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Learning Disabilities – LA/Calcasieu Parish

What is the risk of identification as LD for African American students in LA and Calcasieu Parish, compared to the risk for White students? African American students are 1.50 more likely than

White students to be identified with LD in LA. African American students are 1.52 more likely than

White students to be identified with LD in Calcasieu Parish Schools.

(LA LANSERDec. ‘04; IDEA)

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Learning Disabilities—LA/Rapides

Parish What is the risk of identification as LD for

African American students in LA, compared to the risk for White students?

African American students are 1.50 more likely than White students to be identified with LD in LA.

African American students are 1.82 more likely than White students to be identified with LD in Rapides Parish Schools.

(LA APR, “03-”04; LANSER IDEA, 2003)

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Emotional Disorders-National

African American students are most at risk for identification (RI=1.45%, OR = 1.59), followed by American Indian/Alaskan Native students (RI=1.03, OR =1.12).

For Hispanic students are less at risk (RI= .55, OR =.60).

For all ethnic groups the risk of being classified as ED has gradually increased over the years.

States with the highest RI for African American students are Minnesota, Montana, Iowa, and Vermont.

States with the highest RI for Hispanic students are Hawaii, Vermont, Maine, and Minnesota.

(NCCREST, 2004)

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Emotional Disorders—LA/Calcasieu

Parish What is the risk of identification as ED for African

American students in LA and Calcasieu Parish, compared to the risk for White students?

African American students are 2.41 more likely than White students to be identified with ED in LA.

African American students are 1.70 more likely than White students to be identified with ED in Calcasieu Parish Schools.

(LA LANSER Dec. ‘04; IDEA)

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Emotional Disorders—LA/Rapides Parish What is the risk of identification as ED for

African American students in LA, compared to the risk for White students?

African American students are 2.41 more likely than White students to be identified with ED in LA and double digits in some Parishes.

African American students are 2.88 more likely than White students to be identified with ED in Rapides Parish Schools.

(LA APR, “03-”04; LANSER IDEA, 2003)

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What is the Risk of An African American Student with a Disability Being Identified and Being Placed in Regular

Class, Resource and Self-Contained Compared to White Students in Calcasieu Parish

Regular Class Resource Self Contained

AA= .68 AA= 1.34 AA= 1.64

White= 1.44 White= .74 White= .63

(LA LANSER Dec. ‘04; IDEA)

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What is the Risk of Being in Gifted Education in Calcasieu

Parish

AA=.17; Whites=4.40

(LA LANSER Dec. ‘04; IDEA)

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What Else Do We Know?

Poor African American children are 2.3 times more likely to be identified by their teacher as having mental retardation than their white counterparts, and African American males 2.5 times more likely to be identified with an emotional/ behavioral disability (Oswald, Coutinho, Best, & Singh, 1999).

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So What?Why is Disproportionality a Problem?

If we find bias or inappropriate practice at any phase of the referral and placement process that leads to disproportionate representation, then we must treat disproportionality as a problem (Heller, Holtzman, & Messick, 1982).

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What Do We Know? Research, Evidence and Data Show That:

Disproportionality is Janus-like in nature, form, and structure (USDOE, 1998).

The problem is pervasive and has gotten better for some, but not for others – especially African American males (Artiles, A., and Trent, S., 1998).

The problem is with false positive youngsters in special education an false negative students in gifted education (Patton, J., 1998).

The problem is national and most apparent in the south, in cities with large concentrations of African Americans and on some school districts where blacks are conspicuous (Patton, J., 1998).

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Disproportionality is Janus-like in nature, form, and structure (USDOE, 1998).

The problem is pervasive and has gotten better for some, but not for others – especially African American males (Artiles, A., and Trent, S., 1998).

African American males are overrepresented in all high incidence categories (MR+ED+LD) of special education and especially overrepresented in all suspension and expulsion categories. (NCCREST, 2004)

What Else do We Know?Research, Evidence, and Data Show That:

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What Else do We Know?Research, Evidence, and Data Show That:

In Elementary Schools, males, especially African American males, are twice as likely to be diagnosed with learning disabilities as females and twice as likely to be placed in special education classes.

40% of males are being raised without their biological dad.

More than half of African American males who start high school do not finish.

(Tyre, P., The Trouble with Boys, Newsweek, January, 30. 2006)

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What Do We Know About Disproportionality?

Problems often lie primarily in special education categories that tend to rely on subjective judgments.

As a result, African American students and certain other minority students tend to be overrepresented in classrooms for students with mild mental disabilities and emotional and behavioral disabilities (Oswald, Coutinho, Best, & Singh, 1999).

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Research, Evidence and Data Show That: Disproportionality is not a special education

problem alone. Its problems and symptoms cannot be removed from the general education, gifted education, and higher education discourses (Artiles, A., 1998).

Civil rights concerns and ethical issues around equity and justice are involved – i.e. resegregation after Brown v. Board of Education poses neo-challenges (Patton, J., 1998).

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Disproportionality AS:

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What Do We Know? (continued) African Americans, especially males, who

engage in certain behaviors that represent artifacts of their culture — such as language (Ebonics), movement patterns (verve), and certain “ethnic” appearance – have been found to be over-represented in false positive referrals for special education placement (Neal, L., McCray, A. & Webb-Johnson, G. 2001).

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A Tale of Two Cities

Recent Federal Mandate Addressing Overidentification and Disproportionality.

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A Tale of Two Cities

IDEIA ’04 Overidentification and Disproportionality New:

States must have policies and procedures designed to prevent inappropriate overidentification or disproportionate representation by race or ethnicity of children with disabilities, including particular disability categories. (One of IDEIA’s Quality Indicators)

States can use 15% of funds for early intervention/prereferral activities

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A Tale of Two Cities…

A Psycho-social Framework For Understanding Disproportionality As A Change Event — LEA Reactions to Disproportionality As a Change Event

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A Tale of Two Cities...Disproportionality and Stages of Organizational Reactions to Change

INTRODUCTION

The change agent must first determine if the organization promotes a climate or culture of change. The responsibility of leaders in organizations is to determine how to manage change when faced with an obvious need. Change-avoidance organizations will progress through several stages in a somewhat recognizable sequence before finally making the required change. Some stages may be more intense than others, or the sequence may vary somewhat. Some stages may be revisited more than once as the organization works through the need for change. Organizational reaction to change is usually closely akin to the way individuals within the organization react to change. Reactions to change are not limited only to the upper echelons of an organization -- these stages may be seen at all levels of the organization from mailroom to boardroom and every level in between.

Given these organizational parameters, it has been my experience that school systems often respond to disproportionality as a change event, and in ways that can be predicted, given the manner in which individuals and organizations traditionally respond to change. Below one will find some stages of organizational response to “change” i.e., disproportionality. These stages represent an amalgam of “stages” that individuals go through in response to “grief”, determining that their child has a disability, and other significant change events, that generally parallel organizational responses to change.

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Stage I – Denial/Resistance

“Oh No!” “It can’t be!” “There must be some mistake!”

The individual refuses to accept that there is a need for change, or that a problem even exists. This is a way of protecting one’s self and the organization from the shock of bad news and to keep the emotional pain at a distance. The length of time spent at this stage can vary, but with time and presentation of evidence, most people can move through this stage successfully. Change agents should expect this whenever the need for change is first openly addressed.

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Stage II – Anger

“Why me?” “It’s not fair!” “Who says?” Emotional Intelligence literature notes that individuals are often

emotionally attached to their organizations. As a result, the emotional response of the individual often mirrors the response of the “organization”.

Fury, Bitterness and Betrayal form the “emotional triad.” This triad may be seen in organizations upon initial notification of bad news.

Coming to understand the reality of a bad situation may stir up emotional turmoil that manifests itself as anger. This is a necessary part of the process and it relieves some of the emotional pressure. People in organizations dealing with change may see others as not being supportive of them, or not understanding the need for change.

Those who would be organizational change agents should view this stage as a natural part of organizational progression, even though they may find themselves the unenviable targets of this anger. Harbingers of bad news often become the foil of the “don’t shoot the messenger” axiom.

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“I’m a failure. I can’t do this.” “What did I do to cause this situation? What should I have done to avoid it?”

The realization that an outcome or resolution may not occur may bring on depression. It may appear in the form of diminished resolve or outright despair. There may be overwhelming feelings of hopelessness, frustration, bitterness or self-pity.

Change agents will recognize this as a sign that the reality of the situation has set in, a needed step before truly corrective change can occur.

Stage III – Shock/Depression/Guilt/Anxiety

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“O.K, but don’t reveal this problem to anyone” or “What’s the minimum I can do to address the problem?” “We’ll try to fix it, but I doubt it will work.”

Once they recognize there is a problem, there may be an effort to conceal it. Organizations may relegate the problem’s solution to an ineffective individual, thereby paying only lip-service to the effort. In this manner one can say they he/she is addressing a problem, albeit ineffectively. Sometimes, if the need for change is evident, individuals may try to strike bargains to avoid or minimize the impact of the problem. It is a form of emotional negotiation, designed to achieve some sense of control, or to effect an internal reconciliation.

Change agents should recognize this stage as one of the most challenging to move beyond, since there may be merely the appearance of change, void of actual substance.

Stage IV – Concealment/Resistance/Confusion/Bargaining

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“O.K., I guess this is how it will be.” “Let’s get on with it.”

This phase generally brings a degree of peace to a tumultuous process. The individual or organization has achieved an “emotional rebalancing” needed to move forward with life. There is a difference between acceptance and resignation or “uneasy acceptance”. There is a final recognition that change is something that is needed, not just tolerated. Additionally, organizations can respond maliciously as a reaction to change. This could be manifested by engaging in actions that are an “exaggeration” of the resolution to the problem. The organization may accept and make changes that may respond to the problem but do so in “malicious” ways.

Change agents know that it is only after an individual or organization reaches this stage that meaningful change is possible.

Stage V – Acceptance/Commitment/Integration/Reconstruction/Hope/“Malicious Compliance”

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Rapides and Calcasieu Parish

Their Proactive Posture and its Effect

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In TN--We moved along the continuum of change-denial-anger-shock-anxiety-blaming-concealment-confusion to acceptance and commitment…--Rapides moved along in some of these stages prior to my arrival!!

In TN we came off that river in Egypt, identified problems and opportunities while stubbornly resisting finger pointing

In Both Places we hired an outside consultant…More later!! In Both Places we developed an Action Plan in response to the

OCR’s investigation in TN and Proactive Actions in Rapides In Both Places we clarified roles, responsibilities and

expectations of team members and stakeholder groups In Both Places we immediately involved diverse stakeholders

and groups in the development and execution of the plan

How We Began and What We Did in TN Then and What We Are Currently Doing in Rapides Parish: Strategies,

Processes and Partnerships Used

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How We Began and What We Did…. (continued)

Who Were These Stakeholders: In TN--The State Director of Exceptional Education—The “Blocker/Enforcer” and

One Who Led the First Wave of “Interference” In Rapides—Bill Crumby and later Debbie Morrison along with Bill

In TN-- The “New” District Superintendent—The Person who gave us the Green light and “Greased all of the Skids”; in Rapides strong support from the Superintendent (especially in reading-DI) and Assistant Superintendents

In TN--District Board Leadership—Nurtured and Developed Three “Sponsors” via the Superintendent who served as “Guides and Protectors”

In TN--District Board of Supervisors—Nurtured and Developed One “Sponsor”—the Power Broker

In TN--Our OCR “Partners”—in Rapides “Preventive” Action before OCR In Both Places---Partnered with Building Level and General Education

Leadership—Whose Involvement was “Strongly Recommended” from Board and Superintendent

In Both Places--Partnered with Related Service Providers—Whose Involvement was “Strongly Recommended” from Board and Superintendent

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Who Were Additional Stakeholders In TN, Calcasieu

and Rapides?

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Additional Coalition Building in TN, Calcasieu and Rapides

Who Are These Stakeholders?: City, County and Parish Elected Officials—City Council, Board of

Supervisors etc. Leaders and Members in the Urban League, NAACP, etc Representatives from the Police Jury (Rqpides) Representatives from the Business Community—Chamber of

Commerce, etc. Judges, Social and Community Service agency officials, Juvenile

Justice officials, Leaders/Members of Fraternities, Sororities and the like Public Safety Officials Leisure and Recreation Specialists (Boy’s and Girl’s Clubs) Clergy Barbers, Beauticians Informal Leaders and Ordinary Folks Other Formal and Informal Community Leaders Parents, Families, Neighborhood Leaders, Formal Community Leaders

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In TN--Partnered with Leaders in the Urban League – Used two Cultural Brokers and Guides (Board Member, Director and Me)

In TN and Rapides-- Partnered with Leaders in the NAACP (the plaintiffs in TN) – In TN--Used two Cultural Brokers and Guides (Board Member, Director and Me)-Rapides Bill, Debbie and Me

In TN and Rapides--Partnered with judges, social service agencies, juvenile justice officials, fraternities, sororities and the like

In both locales Partnered with other Formal and Informal community leaders

In both locales Partnered with the Clergy—In Rapides one clergy member is currently collaborating with the Parish around positive discipline support

How We Began and What We Did… (continued)

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How We Began and What We Did… (continued)

IN TN and Rapides We Developed a Strategic Planning and Monitoring Work Group and Process To Monitor the Action Plan—Director of Exceptional Services; the Outside Consultant (Me); Head of Psychologist (Bill); In TN Two Lead Psychologists; the Prereferral “Guru” and the OCR Consultant

We Identified Individuals and Teams to Work on the following focus areas with a constant “Eye” on Cultural, Class and Language Responsivity:

1. Disproportionality and Cultural Competency Training—Outside Consultant 2. Review of Tests Used for Assessment and Evaluation: From Gatekeeping to Gateway Providers—Head

Psychologist and Lead School Psychologist3. Review of Test Examiners and Assessment Procedures From Gatekeeping to Gateway Providers—Lead

School Psychologist4. Making Family and Community Connections—In TN Immediately Hired a Cultural Informant for that Purpose5. Review of Prereferral Policies, Practices and Procedures: From Special Education to General Education—

Director of Exceptional Services6. Maintaining Ongoing Communications, Directions and Support from the Superintendent and Board—Especially

our “Sponsors” on the Board—Director of Exceptional Services and Outside Consultant7. Making Connections and Building Community Among the School Board, Board of Supervisors. Central Office,

Principals, Teachers, Related Service Providers, Families, Communities, and other Stakeholder Groups Previously Mentioned

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How We Began and What We Did… (continued)

We Identified Individuals and Teams to Work on the following with an “Eye” on Cultural, Class and Language Responsivity (Cont.):

8. In Rapides brought in an expert (Dr. Terry Scott) in PBS--Made Professional and Family Community Connections

9. In Rapides brought in an expert (Dr. Bruce Bracken) on the UNIT– Made Professional and Family Community Connections

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Rapides Update

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A Tale of Two Cities…

The Genesis of disproportionate representation is located beyond special education and requires a solid understanding of the intersection of culture, learning, disability, and socio-historical constitution of educational processes and outcomes.

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Selective Highlights of the Focus Areas For Training and Professional Learning

Disproportionality and Cultural Competency Training — Disproportionality as a Civil Rights Problem

Discovered that we were not the only LEA/Parish with these challenges!! Understood Disproportionality definitions, facts, data, trends, nature, kind,

etiology, etc. Understood Disproportionality as a “symptom” of… and developing culturally

responsive solutions and opportunities to respond to this challenge Understood the influence of culture, class and language Focused on opportunities to learn and connecting Disproportionality to

the Larger Achievement/Discipline Gap Challenges--In Rapides we focused on Reading and PBS.

Understood “stereotype threats” and related concepts Engaged in cultural and class self-assessment — cultural identity and

“knapsack” training and having some “courageous conversations”

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Examining our Cultural and Class Knapsack In Order to Be Culturally and Interculturally

Competent—Cultural Assessment or Cultural Therapy

Assumptions about the Self and the “Other”

Perceptions and Predilections of the “Other”

Images of the “Other” Stereotyping and Beliefs of

the “Other” Engaging in Some

“Courageous Conversations” with any teacher or staff… a la Glen Singleton and C. Linton, 2006.

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Highlights… (continued)

In TN and Rapides--Review of Tests Used for Assessment and Evaluation: From Gatekeeping to Gateway Providers—Lead School Psychologists

In TN and Rapides- Review of Test Examiners and Assessment Procedures From Gatekeeping to Gateway Providers—Lead School Psychologists

In TN--Developed and Operationalzed Guidelines to Promote Equity in Assessment (See Handout.)

In TN and Rapides- Utilization of “Promising” Assessment Instruments and Practices that Are More Culturally Responsive, e.g., UNIT. Dr. Bruce Bracken

In TN-- Use of Social Development History Interviews (See Handout.) In TN and Rapides- More of a Focus on Adaptive Behavior Assessments (See

Handout.) In TN-- A Focus on Curriculum Based Assessments (See Handout.) In TN and Rapides- A Focus on Prevention and Early Intervention In TN-- Use of the At-Risk Checklist (See Handout.) In TN-- Use of “Limits Testing” techniques after the completion of Standardized

Assessments (See Handout.) In Rapides—A Focus on Reading and Positive Behavior Support Training-Dr. Terry

Scott

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Highlights… (continued)

Making Family and Community connections — Immediately hired a cultural informant for that purpose

In TN -Created and operationalized an Office of Home and Community Development within the Office of Exceptional Services

In TN -Hired an individual who was indigenous to the community and who could serve as a cultural broker and cultural informant in enhancing relationships among home, school and communities

In TN - Focused on Cultural Reciprocity Training With Educators and Families

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Highlights…. (Cont.)

Reviewed and made changes in prereferral policies, practices and procedures: from special to general education

In TN and Rapides--Reviewed and changed existing Building Support Team (BST) Manual of Policies, Practices and Procedures — moved the operation to general education; provided extensive training to general education supervisors, principals, related service professionals and teachers

In TN and Rapides-- Provided more extensive and varied Culturally Responsive Classroom Interventions

In TN--Identified teachers who tended to “refer” too much In TN-- Monitored, analyzed and reported the BST work

and outcomes at local school and district levels

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Highlights….(Cont.)Constantly Examined The Barry White Special Education and Inclusion

Lament

Type I Problem The student’s problems are created by deficiencies in the

learning environment.

Type II The student has problems, which become more serious

because the learning environment is not adapted to address learning needs.

Type III The student has a disability.

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Highlights (continued)

In TN and Rapides--Maintained ongoing communications, directions and support from the Superintendent and Board – especially our “Sponsors” on the Board

Relationship building with Board, Superintendent, Assistant Superintendents and Director of Elementary Education to receive ownership and “buy-in” of the challenge and solutions — assisted them in moving along the continuum of reactions to change — Win-win for all

Heavy political “lifting” Kept them abreast and sought their directions Slowly became a “team” — “Whose side are you on

anyway”?

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Highlights….Building Community

In TN and Rapides--Making connections and building community among the School Board, Parish, Board of Supervisors, Central Office, principals, teachers, related service providers, parents families, communities, and other stakeholder groups previously mentioned

Established and built relationships with important stakeholders — involving the whole “village” in problem identification and solutions

In TN and Rapides--Created communities (unified—special and general educators) of learning and practice wherein individuals became personally and organizationally concerned about the disproportionality challenge and solutions

In TN and Rapides-- Viewed and understood the problem more holistically and employed holistic and systemic solutions that reflect synergy — 2+2=5

In TN and Rapides-- Leveraged Power!!

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Increase in “satisfaction” of parents, community leaders (stakeholders), plaintiffs, and OCR — Less “complaining”

Increase in parent advocacy and empowerment Increased reporting of “cultural responsiveness” on the part of teachers,

administrators, and related service professionals Increased hiring of culturally diverse school psychologists, counselors, early

childhood teachers, social workers, special education teachers and central office personnel

Successfully met OCR’s requirements — got off the list Demonstrated the successful use of the UNIT test, curriculum based

assessments and other promising testing practices Significant Increase in the use of prereferral policies and practices and a

decrease of referrals for special education assessment and evaluation Gap in achievement narrowed and non-Special Education students not harmed

Outcomes—In TN

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Outcomes in TN (continued)

Yearly Data of Risk Ratios of African Americans: 1999 School Year 3.1 Ratio 2000 School Year 2.7 Ratio 2001 School Year 2.5 Ratio 2002 School Year 2.0 Ratio 2003 School Year 1.75 Ratio 2004 School Year 1.71 Ratio 2005 School Year 1.54 Ratio

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Outcomes in TN (continued)

Yearly Data of Risk Ratios of African Americans: 1999 School Year 3.1 Ratio 2000 School Year 2.7 Ratio 2001 School Year 2.5 Ratio 2002 School Year 2.0 Ratio 2003 School Year 1.75 Ratio 2004 School Year 1.71 Ratio

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Outcomes—In Rapides

Increased Knowledge and Buy-in to the Challenge on the Part of All Stakeholder Groups

Increased Partnering with General Education Increased Involvement and Connections with

the Community, especially Clergy Increased Focus on PBS and Examination of

Referral, Evaluation and Placement Policies and Practices

Other--To Be Determined

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A Tale of Two Cities

Closing Remarks

E3

Change and Plato and the Cave