Special Education Indicator #15: SPED African American Representation This indicator is the potential disproportion of African American students served in special education. CALCULATION 1. For each district, calculate the district special education African American percentage: District special education African American percentage District number of African American students served in special education in 2005-2006 = District number of special education students enrolled in 2005-2006 2. For each district, calculate the district overall African American percentage: District overall African American percentage = District number of African American students enrolled in 2005-2006 District number of students enrolled in 2005-2006 3. For each district, a difference score is calculated by subtracting the district overall African American percentage from the district special education African American percentage. Difference score = District special education African American percentage MINIMUM SIZE REQUIREMENTS • • • Minimum Size Criterion: At least 30 African American students enrolled and at least 30 enrolled students served in special education. Professional judgment special analysis is available for this indicator. Three years of data are available for analysis under this indicator. Performance-Based Monitoring Analysis System 2006 Manual — District overall African American percentage DATA SOURCE • The data for this indicator are based on the number of African American students reported by the district as enrolled in the district and receiving special education services (PEIMS fall 2005 snapshot data; 101 Record, 110 Record, and 163 Record). 107 NOTES • • • Students coded in PEIMS under the instructional setting/arrangement codes 02 (Hospital Class), 81-89 (Residential Care and Treatment Facility), and 30 (School for Persons with Mental Retardation) are not included in the calculation of this indicator. Students whose PEIMS code on the 163 Record (Element ID E0833) is 1 (Enrolled in the regional day school program < 50% of the day) or 2 (Enrolled in the regional day school program ≥ 50% of the day) are not included in the calculation of this indicator. Students whose PEIMS Average Daily Attendance (ADA) Code = 0 are included in the calculation of this indicator. PERFORMANCE LEVEL ASSIGNMENT For each district, the difference score is compared to the PBMAS standards for SPED African American representation, and performance levels are assigned as follows: District Performance Level Criterion: District SPED African American Representation Performance Level (PL) Assignments Performance Level = Not Assigned Performance Level = 0 / 0SA (met standard) Performance Level = 1 / 1SA Performance Level = 2 / 2SA Performance Level = 3 / 3SA PL not equal to 0 and special analysis process results in the assignment of a performance level of Not Assigned. The district percent of special education students who are African American is no more than 1.0 percentage point higher than the percent of all district students who are African American. Minimum size requirements not applicable if PL = 0. The district percent of special education students who are African American is between 1.1 and 2.0 percentage points higher than the percent of all district students who are African American. The district percent of special education students who are African American is between 2.1 and 5.0 percentage points higher than the percent of all district students who are African American. The district percent of special education students who are African American is at least 5.1 percentage points higher than the percent of all district students who are African American. Performance-Based Monitoring Analysis System 2006 Manual 108 Special Education Indicator #16: SPED Hispanic Representation This indicator is the potential disproportion of Hispanic students served in special education. CALCULATION 1. For each district, calculate the district special education Hispanic percentage: District special education Hispanic percentage District number of Hispanic students served in special education in 2005-2006 = District number of special education students enrolled in 2005-2006 2. For each district, calculate the district overall Hispanic percentage: District overall Hispanic percentage = District number of Hispanic students enrolled in 2005-2006 District number of students enrolled in 2005-2006 3. For each district, a difference score is calculated by subtracting the district overall Hispanic percentage from the district special education Hispanic percentage. Difference score = District special education Hispanic percentage MINIMUM SIZE REQUIREMENTS • • • Minimum Size Criterion: At least 30 Hispanic students enrolled and at least 30 enrolled students served in special education. Professional judgment special analysis is available for this indicator. Three years of data are available for analysis under this indicator. Performance-Based Monitoring Analysis System 2006 Manual — District overall Hispanic percentage DATA SOURCE • The data for this indicator are based on the number of Hispanic students reported by the district as enrolled in the district and receiving special education services (PEIMS fall 2005 snapshot data; 101 Record, 110 Record, and 163 Record). 109 NOTES • • • Students coded in PEIMS under the instructional setting/arrangement codes 02 (Hospital Class), 81-89 (Residential Care and Treatment Facility), and 30 (School for Persons with Mental Retardation) are not included in the calculation of this indicator. Students whose PEIMS code on the 163 Record (Element ID E0833) is 1 (Enrolled in the regional day school program < 50% of the day) or 2 (Enrolled in the regional day school program ≥ 50% of the day) are not included in the calculation of this indicator. Students whose PEIMS Average Daily Attendance (ADA) Code = 0 are included in the calculation of this indicator. PERFORMANCE LEVEL ASSIGNMENT For each district, the difference score is compared to the PBMAS standards for SPED Hispanic representation, and performance levels are assigned as follows: District Performance Level Criterion: District SPED Hispanic Representation Performance Level (PL) Assignments Performance Level = Not Assigned Performance Level = 0 / 0SA (met standard) Performance Level = 1 / 1SA Performance Level = 2 / 2SA Performance Level = 3 / 3SA PL not equal to 0 and special analysis process results in the assignment of a performance level of Not Assigned. The district percent of special education students who are Hispanic is no more than 1.0 percentage point higher than the percent of all district students who are Hispanic. Minimum size requirements not applicable if PL = 0. The district percent of special education students who are Hispanic is between 1.1 and 2.0 percentage points higher than the percent of all district students who are Hispanic. The district percent of special education students who are Hispanic is between 2.1 and 5.0 percentage points higher than the percent of all district students who are Hispanic. The district percent of special education students who are Hispanic is at least 5.1 percentage points higher than the percent of all district students who are Hispanic. Performance-Based Monitoring Analysis System 2006 Manual 110 Special Education Indicator #17: SPED LEP Representation This indicator is the potential disproportion of students identified as limited English proficient (LEP) served in special education. CALCULATION 1. For each district, calculate the district special education LEP percentage: District special education LEP percentage District number of LEP students served in special education in 2005-2006 = District number of special education students enrolled in 2005-2006 2. For each district, calculate the district overall LEP percentage: District overall LEP percentage = District number of LEP students enrolled in 2005-2006 District number of students enrolled in 2005-2006 3. For each district, a difference score is calculated by subtracting the district overall LEP percentage from the district special education LEP percentage. Difference score = District special education LEP percentage MINIMUM SIZE REQUIREMENTS • • • Minimum Size Criterion: At least 30 LEP students enrolled and at least 30 enrolled students served in special education. The PBMAS special analysis process is not applicable to this indicator. Two years of data are available for analysis under this indicator. Performance-Based Monitoring Analysis System 2006 Manual — District overall LEP percentage DATA SOURCE • The data for this indicator are based on the number of LEP students reported by the district as enrolled in the district and receiving special education services (PEIMS fall 2005 snapshot data; 110 Record and 163 Record). 111 NOTES • New! Performance levels will be assigned for this indicator in 2006. • Students coded in PEIMS under the instructional setting/arrangement codes 02 (Hospital Class), 81-89 (Residential Care and Treatment Facility), and 30 (School for Persons with Mental Retardation) are not included in the calculation of this indicator. • Students whose PEIMS code on the 163 Record (Element ID E0833) is 1 (Enrolled in the regional day school program < 50% of the day) or 2 (Enrolled in the regional day school program ≥ 50% of the day) are not included in the calculation of this indicator. • Students whose PEIMS Average Daily Attendance (ADA) Code = 0 are included in the calculation of this indicator. PERFORMANCE LEVEL ASSIGNMENT For each district, the difference score is compared to the PBMAS standards for SPED LEP representation, and performance levels are assigned as follows: District Performance Level Criterion: District SPED LEP Representation Performance Level (PL) Assignments Performance Level = Not Assigned PL not equal to 0 and district does not meet minimum size requirements. Performance Level = 0 / 0SA (met standard) Performance Level = 1 / 1SA Performance Level = 2 / 2SA Performance Level = 3 / 3SA The district percent of The district percent of The district percent of The district percent of special education special education special education special education students who are LEP students who are LEP students who are LEP students who are LEP is at least 5.1 is between 1.1 and 2.0 is between 2.1 and 5.0 is no more than 1.0 percentage points percentage points percentage points percentage point higher than the higher than the higher than the higher than the percent of all district percent of all district percent of all district percent of all district students who are LEP. students who are LEP. students who are LEP. students who are LEP. Minimum size requirements not applicable if PL = 0. The PBMAS special analysis process is not applicable to this indicator. Performance levels are only assigned through standard analysis. 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