What is significant disproportionality under the Individuals with Disabilities Education Act (IDEA) section 618(d)?
Disproportionality is one measure of educational equity. It occurs when students from a racial or ethnic group are identified for special education, placed in more restrictive settings, or disciplined at markedly higher rates than their peers. The federal government considers disproportionality “significant” when the overrepresentation exceeds the threshold defined by each state.
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What are the federal requirements?
IDEA section 618(d) requires states to collect and examine data to determine if significant disproportionality based on race is occurring in the state and the local education agencies of the state with respect to the identification of children with disabilities, including all disabilities and specific disability categories; the placement of children with disabilities in particular educational settings; and the incidence, duration, and type of disciplinary actions, including suspensions and expulsions. All students are included in the calculations for identification, while only students with disabilities are considered in the calculations for placement and discipline. Preschool students are included in the calculations for identification beginning with the 2020-2021 Special Education Profile.
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How and why have federal requirements changed?
In December 2016, the United States Department of Education announced new regulations to further address equity in the Individuals with Disabilities Education Act. Changes require states to use a standard method of analysis to identify significant disproportionality, expand the categories of analysis related to discipline and compare racially homogenous districts and community schools to the state.
All states must use the risk ratio method for calculating disproportionality. This method compares the likelihood of identifying students in a racial or ethnic group as having disabilities to the likelihood of identifying students of all other races and ethnicities as having disabilities.
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How does significant disproportionality impact districts and schools in Ohio?
• Ohio will require more districts and community schools than ever to address inequities by redirecting funds.
• Ohio may identify many districts and community schools of predominantly one racial or ethnic group as significantly disproportionate based on the new alternate risk ratio calculation, which compares the experiences of students in a district to the state.
• These changes equally affect all community schools and traditional districts.
• Districts and community schools will receive additional supports to ensure equitable access to high-quality academic experiences for all students.
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How will the addition of preschool students to identification impact the numbers?
Adding preschool students will increase the overall enrollment, determined by full-time equivalency (FTE), to both the numerator and denominator for both the specific racial and ethnic groups as well as the comparison groups. The addition of preschool students to identification calculations contributes to more districts and community schools being flagged with significant disproportionality in the category of speech-language impairments, as that is the most common preschool disability category.
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How were stakeholders engaged in making decisions about meeting federal requirements?
In August of 2017 and again in September and November 2020, the Department convened a group of stakeholders to discuss the new disproportionality requirements. Representatives from the national
IDEA Data Center served as facilitators to provide a national perspective in the process of gathering consensus input from Ohio’s stakeholders.
Stakeholders represented the following groups: Advocates for Educational Equity and Excellence, Bowling Green State University, Buckeye Association of School Administrators, Cleveland Metropolitan Schools, Dayton Public Schools, East Cleveland City Schools, Disability Rights Ohio, Educational Service Center of Lake Erie West, Groveport Community school, Northwest Local Schools (Hamilton County), Ohio Association of Elementary School Administrators, Ohio Association of Secondary School Administrators, Ohio Association of Pupil Services Administrators, Ohio Center for Autism and Low Incidence, Ohio Civil Rights Commission, Ohio Division for Early Childhood, Ohio Education Association, Ohio Federation of Teachers, Ohio School Psychologists Association, State Advisory Panel for Exceptional Children, Shaker Heights City Schools, Springfield City Schools, and Westerville City Schools.
Several State Support Team Regions (Regions 3, 6, 8, 9, 11, 13 and 14) also participated.
In August and September of 2024, the Department convened a group of stakeholders to discuss methodology and target setting for disproportionate representation (Indicators 9 and 10). See
Ohio’s Special Education Methodology and Target Setting webpage for more information on this stakeholder process.
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What is the standard methodology states must use to identify significant disproportionality in districts and community schools?
The regulations require that states use a standard methodology for calculating significant disproportionality in 14 categories of analysis. The standard methodology includes a risk ratio, an alternate risk ratio, and minimum cell and n-sizes. States are allowed flexibility in the risk ratio threshold, in the number of years used to determine significant disproportionality, and progress toward the threshold. All decisions that led to Ohio’s methodology reflect stakeholder input.
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What are the 14 categories of analysis?
The regulations require states to calculate disproportionality in 14 categories for seven racial/ethnic groups. Each district and community school has the potential for up to 98 calculations, if it enrolls enough students in each racial category to complete the calculations. Here are the 14 categories of analysis:
Identification
- All Disabilities
- Intellectual Disabilities
- Specific Learning Disabilities
- Emotional Disturbance
- Speech or Language Impairments
- Other Health Impairments – Minor
- Autism
Placement
- Inside a regular class for less than 40 percent of the day
- Inside separate schools and residential facilities
Discipline
- Out-of-school suspensions and expulsions of 10 days or fewer
- Out-of-school suspensions and expulsions of more than 10 days
- In-school suspensions of 10 days or fewer
- In-school suspensions of more than 10 days
- Total disciplinary removals
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What are the seven racial/ethnic groups?
The regulations require states to calculate disproportionality in 14 categories for each of the seven racial/ethnic groups identified in the Individuals with Disabilities Education Act:
- American Indian
- Asian
- Black
- Hispanic
- Multiracial
- Pacific Islander
- White.
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What is a risk ratio?
Risk ratios analyze disparities for seven racial/ethnic groups, comparing each group to all other students in the district or community school for each of the 14 categories of analysis. A risk ratio is a numerical comparison, expressed as a decimal, between the risk of a specific outcome for a specific racial group in a district or community school and the risk of that same outcome for all other students in the district or community school.
Risk measures the likelihood of students in a racial or ethnic group to receive a given educational outcome. This is expressed as a percentage or proportion. For example, districts and community schools will calculate risk by dividing the number of Black students who are identified as students with disabilities by the number of all Black students enrolled in the district or community school, then multiplying by 100. If there are 40 Black students in the district or community school who are identified as students with disabilities, out of a total of 200 Black students in the district or community school, the risk of a Black student being identified as a student with a disability is 40 ÷ 200 x 100 = 20 percent.
A
risk ratio compares the risk that students in a given racial or ethnic group will experience a given outcome compared to the risk that students of all other races and ethnicities will experience that outcome. For example, the risk of a Black student being identified as a student with a disability is 40 ÷ 200 x 100 = 20 percent, as described in the paragraph above. Of the 2,000 non-Black students, 200 are identified as students with disabilities. This is the comparison group. The risk of all other students being identified as students with disabilities is (200 ÷ 2,000) x 100 = 10 percent.
The
risk ratio is calculated by dividing the risk of a Black student being identified as a student with a disability (20 percent) by the risk of all students of all other races and ethnicities being identified as students with disabilities (10 percent). The risk ratio for Black students in the district or community school being identified as students with disabilities is 20 ÷ 10 = 2.00. Generally, a risk ratio of 1.00 indicates that students from a given racial or ethnic group are no more or less likely than students from all other racial and ethnic groups to experience a particular outcome. A risk ratio of 2.00 indicates that one group is twice as likely as all other students to experience that outcome. In this example, a Black student in this district or community school is twice as likely to be identified as a student with a disability as compared to students of all other races and ethnicities in this district or community school.
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What is a risk ratio threshold?
A
risk ratio threshold is the ratio value at which the risk ratio in each category indicates
significant disproportionality. This ratio value is established as a matter of policy. If a district or community school’s risk ratio exceeds the threshold set by the state, the district or community school has significant disproportionality. Ohio’s risk ratio threshold is 2.50 for all 14 categories of analysis. In the earlier example of Black students being identified as students with disabilities, the risk ratio was 2.00. This district or community school would not be flagged for significant disproportionality in this category. However, if, in the same district or community school, Multiracial students are four times more likely than all other students to be identified as students with disabilities, the risk ratio for Multiracial students being identified as students with disabilities is 4.00. That disproportionality is significant. A risk ratio threshold is considered within the multi-year flexibility provision described below.
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What is the multi-year flexibility provision?
States are required to examine districts and community schools annually for significant disproportionality. However, states are not required to identify a district or community school with significant disproportionality until the district or community school has exceeded the risk ratio threshold for three consecutive years. The multi-year flexibility was designed to account for small changes in enrollment that could cause large changes in a risk ratio.
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Which years are included in the calculation under the multi-year flexibility?
Ohio considers risk ratios for the three most recent school years when identifying districts and community schools with significant disproportionality. For the 2024-2025 Special Education Profile, disproportionality calculations will be based on data from the 2021-2022, 2022-2023, and 2023-2024 school years.
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What is reasonable progress?
Allowances for reasonable progress are intended to prevent state disruption of meaningful district and community school efforts to reduce significant disproportionality. A district or community school has demonstrated reasonable progress when its risk ratio has exceeded the threshold for three consecutive years and has fallen by an increment, set by the state, for two consecutive years. Ohio has set the reasonable progress increment at 0.25. For example, a district or community school may have a risk ratio greater than 2.50 for three consecutive years and the risk ratio has decreased by at least 0.25 for two consecutive years. This means the risk ratio for the second year is at least 0.25 less than the first year, and the risk ratio for the third year is at least 0.25 less than the second year. This district or community school has demonstrated reasonable progress. It will not be flagged for significant disproportionality.
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When is reasonable progress considered?
Reasonable progress is considered for each category of analysis in each year for which significant disproportionality is calculated. If a district or community school meets the reasonable progress provision for a category of analysis, it will not be identified with significant disproportionality in that category. The district or community school will not be required to redirect funds or complete monitoring activities for disproportionality.
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How many risk ratios does the state calculate for each district and community school?
The state calculates up to 98 risk ratios per district and community school. This includes risk ratios in 14 categories of analysis for each of seven racial/ethnic groups. However, the state does not need to calculate risk ratios for populations that fall below the minimum cell sizes or minimum n-sizes set by the state.
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What is a minimum cell size?
The
minimum cell size is a minimum number of students experiencing a particular outcome. In risk ratio calculation, minimum cell size applies to the numerator in the fraction for calculating the risk for a racial or ethnic group. Ohio’s minimum cell size is 10. For example, if two out of 20 Asian children are identified with emotional disturbances, then the cell size is two. The risk would be (2 ÷ 20) x 100 = 10 percent; However, the risk numerator of two is less than the minimum cell size of 10, so the state would not calculate this district or community school’s risk ratio for Asian students identified with emotional disturbances.
Minimum cell size also applies to the numerator in the fraction for calculating risk of the comparison group, which is students in all other racial and ethnic groups. For example, if 30 out of 1,500 White students in a district or community school are identified with autism, then the cell size is 30, and the risk would be (30 ÷ 1,500) x 100 = 2 percent. However, if only five of the 500 students in other racial and ethnic groups are identified with autism, a regular risk ratio would not be calculated for White students because the risk numerator of five for the comparison group is less than the minimum cell size of 10.
If a district or community school does not meet the minimum cell or n-size for the comparison group, disproportionality regulations require that an alternate risk ratio be calculated. (See the discussion below.)
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What is a minimum n-size?
The
minimum n-size is the minimum number of students enrolled in a district or community school to be used as the denominator when calculating either the risk for a racial or ethnic group or the risk for a comparison group, which is students in all other racial or ethnic groups. Ohio’s minimum n-size is 30. For example, a district or community school has 490 White students enrolled out of 500 total students. This means that in any of the 14 risk ratio calculations for White students, the number of students in the comparison group (non-white) is 10. This would make the n-size 10, which is smaller than Ohio’s minimum n-size of 30. The state cannot calculate risk ratios for White students in this district or community school.
If a district or community school does not meet the minimum cell or n-size for the comparison group, disproportionality regulations require that an alternate risk ratio be calculated. (See the discussion below.)
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Why are minimum cell sizes and minimum n-sizes necessary?
Small changes in small populations can result in large changes in risk ratios. These large changes do not necessarily suggest systemic problems causing significant disproportionality. Using minimum cell sizes and n-sizes reduces the possibility of districts and community schools inappropriately being identified as having significant disproportionality.
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What is an alternate risk ratio?
The alternate risk ratio is very similar to the risk ratio, which compares the likelihood that students in a given racial or ethnic group will experience a particular outcome compared to the risk that students of all other races and ethnicities will experience that outcome in a district or community school. The
alternate risk ratio compares the risk of a racial or ethnic group experiencing a particular outcome
in a district or community school to the risk of all other racial and ethnic groups experiencing that outcome
in the state. The alternate risk ratio uses the
district (or school)-level risk for the racial group in the numerator and the
state-level risk for the comparison group in the denominator. Ohio has set the minimum cell size at 10 and the minimum n-size at 30. If the racial group being analyzed meets the minimum cell and n-sizes and
the district or community school’s comparison group does not, then an alternate risk ratio is calculated. If the racial group being analyzed meets the minimum cell and n-sizes and
the state’s comparison group does not, the state will not calculate the alternate risk ratio.
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When is an alternate risk ratio used?
States are required to use an alternate risk ratio whenever the comparison group in a district or community school does not meet the minimum cell size or minimum n-size set by the state.
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Why is an alternate risk ratio necessary?
When a district or community school has too few students in the comparison group, the alternate risk ratio allows for a similar comparison. In an alternate risk ratio, the state population replaces the district or community school population for the comparison group and produces results that are less volatile. In racially and ethnically homogenous districts or community schools and those with demographic characteristics markedly different from the state, there is a possibility that students in a racial or ethnic group are identified, placed or disciplined at markedly higher rates than their peers. In these cases, the absence of a comparison group should not excuse either the state or the district or community school from its responsibility under IDEA section 618(d) to identify and address significant disproportionality.
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How can a racially or ethnically homogenous district or community school have disproportionality?
In racially or ethnically homogenous districts and community schools that do not enroll enough students of other races and ethnicities to form a comparison group, there is still a possibility that students in the district or community school’s predominant racial or ethnic group are identified for special education, placed in more restrictive settings, or disciplined at markedly higher rates than their peers. Federal regulations state that the absence of a comparison group in these cases should not excuse either the state or the district or community school from its responsibility under IDEA section 618(d) to identify and address significant disproportionality.
Districts and community schools with homogenous populations with too few students to form a comparison group must be compared to the state. States are required to use an alternate risk ratio when the comparison group in a district or community school does not meet the minimum cell size or minimum n-size set by the state. The alternate risk ratio compares the risk of a racial or ethnic group experiencing a particular outcome in a district or community school to the risk of students of all other races and ethnicities in the state experiencing that outcome. The alternate risk ratio uses the district (or school)-level risk for the racial or ethnic group in the numerator and the state-level risk for the comparison group in the denominator.
For example, a predominantly White district or community school enrolls about 80 percent White students with disabilities and places almost 15 percent of those White students with disabilities in separate settings. This district or community school enrolls only 20 percent non-White students with disabilities and places fewer than 10 non-White students in separate settings, so a regular risk ratio cannot be calculated. This district or community school does not have enough students of other races and ethnicities in the comparison group and must be compared to the state as a whole with the alternate risk ratio. Statewide, about 3 percent of White students with disabilities are placed in separate settings. When the district (or school)-level risk of 15 percent is compared to (divided by) the state-level risk of 3 percent, the resulting risk ratio is 5.00. This district or community school is five times more likely than the state as a whole to place White students with disabilities in separate settings. It’s important for this district or community school to explore and address the factors contributing to this disproportionality. When students with disabilities in this district or community school are significantly more likely to be placed in restrictive settings compared to students in the rest of the state, they face inequitable access to instruction in the general education environment with their typically developing peers. Over time, this inequitable access often leads to inequitable outcomes.
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Under what circumstances are states not required to calculate either a risk ratio or an alternate risk ratio in a district or community school?
States are required to calculate a risk ratio for all districts and community schools that meet the minimum cell and n-size. The following are exceptions to this requirement:
- If a district or community school’s racial or ethnic group does not meet either the cell or n-size, then a risk ratio is not calculated.
- If a district or community school’s comparison group does not meet either the cell or n-size, then a risk ratio is not calculated using the district or school’s comparison group. Instead, an alternate risk ratio is calculated and the district (or school)-level risk for that racial or ethnic group is compared to the state-level risk for that racial or ethnic group.
- If the state’s comparison group does not meet the cell or n-size, then a risk ratio is not calculated.
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How is enrollment calculated for disproportionality calculations?
Disproportionality methodology calculates enrollment using full-time equivalency (FTE). For significant disproportionality in special education identification and placement, students with full-time equivalency at the legal district of residence for the student are included in the calculations. The legal district of residence is responsible for providing free and appropriate public education (FAPE) for the students. Students are counted at their legal district of residence regardless of where they are receiving services. If the student is enrolled, attending and has FTE with a community school, then the community school becomes the district responsible for providing FAPE for the student. For significant disproportionality in discipline, students’ full-time equivalency and discipline events count with the district of service (i.e., the district administering the discipline). The FTE for each student in the calculation is summed for a total full-time equivalency for the LEA.
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When do risk ratios include students in the district of residence versus district of service?
For identification and placement categories, students are counted as part of their district of residence, regardless of where they are receiving services. For discipline categories, students are counted as part of the district or community school that administered the discipline, which is the district of service.
The legal district of residence is responsible for providing a free and appropriate public education (FAPE) for these students. If a student is enrolled, is attending and has a full-time equivalency with a
community school, the community school becomes the district responsible for providing FAPE for the student. Students are included if the educational relationship between the student and district or community school reported on the EMIS Student Standing record is (1), indicating the student is receiving instruction, in whole or in part, from the reporting district, and the student has not been withdrawn with a withdrawal code of 81 (i.e., student reported in error).
Students who are
attending another district under an open enrollment program are reported by both the district of residence and district of service. The district of residence will report a district relationship of (3), meaning that the district is responsible for reporting the student and is not educating or providing services to the student. The district of residence will point to the district educating and serving the student. The district of service for the student will report the student in EMIS, as normal.
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How is the district of service impacted by career centers, educational service centers, and county boards of developmental disabilities?
Students are counted at the legal district of residence for identification for special education and placement. For discipline, students are counted at the district of service (i.e., the district or community school that administers the discipline).
Students enrolled in career centers, educational service centers, and county boards of developmental disabilities schools are counted at their legal district of residence for disproportionality in identification and placement. County boards of developmental disabilities do not directly report data to EMIS and do not receive Special Education Profiles. Disciplinary actions administered by career centers and educational service centers are not included in disproportionality calculations as career centers and ESCs do not receive Special Education Profiles.
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What are the similarities and differences between Indicator 4 (significant discrepancy) and disproportionality methodology?
- Indicator 4 measures discrepancies in the rate of out-of-school suspensions and expulsions of greater than 10 cumulative days between students with disabilities and students without disabilities.
- Indicator 4a compares discipline rates for all students with disabilities to all students without disabilities.
- Indicator 4b compares discipline rates for all students with disabilities within a racial group to all students without disabilities.
- Significant Disproportionality in identification for special education includes all students, such that the risk of students in one racial group identified as having a disability is compared to the risk of students of all other races identified as having a disability.
- Significant Disproportionality in placement and discipline includes only students with disabilities, such that the risk of students with disabilities in one racial group placed in a more restrictive educational setting or disciplined is compared to the risk of students with disabilities of all other races placed in a more restrictive educational setting or disciplined.
- Like Indicator 4, significant disproportionality in discipline considers out-of-school suspensions and expulsions of greater than 10 cumulative days. However, significant disproportionality in discipline considers four other discipline categories, including out-of-school suspensions and expulsions of fewer than 10 cumulative days, in-school suspensions of greater than 10 cumulative days, in-school suspensions of fewer than 10 cumulative days, and total disciplinary removals.
- All categories for significant disproportionality reflect the three most recent years of data and use the minimum cell size of 10 and n-size of 30. Indicators 4a and 4b consider only the two most recent years of data and do not use minimum cell or n-sizes.
- Disproportionality methodology for identification, placement, and discipline consider reasonable progress and require alternate risk ratios and redirection of funds. Indicator 4 methodology includes none of these.
- The indicator review process for Indicator 4 and significant disproportionality in discipline are very similar, apart from redirection of funds, which only applies to disproportionality in identification, placement, and discipline.
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What are the similarities and differences between disproportionate representation (Indicators 9 & 10) and significant disproportionality methodology?
Disproportionate representation (Indicators 9 & 10) (20 U.S.C. 1416(a)(3)(c)) and significant disproportionality in special education identification (20 U.S.C. 1418(d) and 34 §§ CFR 300.646-647) represent two distinct IDEA requirements around equity. The differences between these two federal requirements are:
- Significant disproportionality in special education identification must include students ages 3 through 21, while disproportionate representation (Indicators 9 & 10) must include only students age 5 and in kindergarten through age 21.
- Significant disproportionality considers three consecutive years of data, while disproportionate representation considers two consecutive years of data.
- Methodology for significant disproportionality in special education identification may consider reasonable progress, while reasonable progress is not presented as an option for disproportionate representation (Indicators 9 & 10).
- Unlike significant disproportionality, disproportionate representation (Indicators 9 & 10) does not require districts or community schools to redirect funds.
- Ohio’s methodology for disproportionate representation (Indicators 9 & 10) and significant disproportionality are otherwise the same in that the calculation is based on:
- Regular and alternate risk ratios;
- A risk ratio threshold of 2.50;
- A minimum cell size of 10; and
- A minimum n-size of 30.
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Is economic disadvantage data included in the calculation of significant disproportionality?
The focus of significant disproportionality requirements is racial equity. Currently, these requirements include only the identification, educational placement and discipline of students with disabilities who identify with one of the following racial groups: American Indian, Asian, Black, Hispanic, Multiracial, Pacific Islander or White.
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Are all students included in the calculations for each category of significant disproportionality?
No. All students are included in the calculations for identification, while only students with disabilities are considered in the calculations for placement and discipline.
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What are the discipline categories for significant disproportionality?
The U.S. Department of Education has revised the
IDEA regulations to further address significant disproportionality, which occurs when students in a specific racial group are identified for special education, placed in more restrictive settings or disciplined at markedly higher rates than their peers. The new regulations expand the discipline categories states must calculate for significant disproportionality, to include:
- In-school suspensions of 10 days or fewer;
- In-school suspensions of more than 10 days; and
- Total disciplinary removals.
In-school suspensions count as “removals” for each of these significant disproportionality categories. Other categories measured for significant disproportionality include out-of-school suspensions and expulsions.
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If a student is taken out of a general education classroom to receive proactive/preventative behavioral support, how much time does a student have to be out to be considered a removal?
If a student is removed for disruptive behavior and returned to class once the student has calmed down, this may or may not count as a disciplinary removal. If the student received therapy or education during the time out of the general education classroom, then this would not count as a disciplinary removal. However, if the student is removed with no educational or therapeutic component, then the removal would count as a partial day. The district or community school must keep track of the hours outside of the classroom in order to report full-time equivalency (FTE).
For significant disproportionality, time spent outside of the classroom for disciplinary reasons is calculated by summing the full-time equivalency (FTE) for each discipline event.
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If multiple discipline reasons are reported for one disciplinary incident, does each reason count for more than one discipline event?
Through the Education Management Information System (EMIS), districts and community schools may report up to five discipline reasons for each discipline incident, with the primary reason reported in the First Reason Element and no reasons reported more than once for the same incident. Disciplinary reasons are not factored into discipline discrepancy or disproportionality calculations. Rather, the cumulative number of days in full-time equivalency (FTE) for each discipline event type (i.e., in-school suspension, out-of-school suspension, expulsion) is considered. Disproportionality calculations consider discipline events regardless of how reasons are reported.
For example, a student with a disability receives three days out-of-school suspension for discipline reason elements 1 (truancy), 4 (vandalism/damage to school or personal property), and 8 (use, possession, sale or distribution of any explosive, incendiary or poison gas). This counts as three days of out-of-school suspension regardless of the number of reasons reported.
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What is a manifestation determination review?
A manifestation determination review is required when the educational placement of a student with a disability is changed due to discipline.
According to IDEA, a change of placement occurs if a student is removed from their regular, IEP-defined placement for more than 10 consecutive days or for a series of removals that constitute a pattern that totals more than 10 cumulative days in a school year.
The manifestation determination review is conducted by the IEP team. The purpose of the manifestation determination is for the IEP team to come together and review all relevant information to determine if the child’s behavior is a manifestation of the child’s disability. If the behavior is determined to be a manifestation of the disability, the IEP team must conduct a functional behavioral assessment (FBA) and develop and implement a behavioral intervention plan (BIP) for the student.
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When do in-school suspensions count as removals toward a manifestation determination review?
A manifestation determination review is required when a student’s educational placement is changed because of discipline. A change of placement occurs if a student is removed from their regular, individualized education program-defined placement for more than 10 consecutive days or for a series of removals that constitute a pattern that totals more than 10 cumulative days in a school year.
Out-of-school suspensions always count as “removals.”
In-school suspensions are defined as instances in which a school temporarily removes a student from their regular classroom or classrooms for disciplinary purposes, and the student remains under the direct supervision of school personnel. According to federal regulations, in-school suspensions do not count as “removals” toward a disciplinary change of placement under the following three circumstances:
- The student is given the opportunity to continue to participate in the general curriculum;
- The student continues to receive the services that are on his or her individualized education program (IEP); and
- The student continues to participate with nondisabled students to the extent he or she would have in his or her current placements.
If any one of these circumstances are not met, the in-school suspension counts as a “removal” toward the 10 cumulative or consecutive days. School personnel decide case-by-case whether one of these circumstances exists.
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When do in-school suspensions count as removals for data reporting?
In-school suspensions do not count as “removals” toward a disciplinary change of placement if the three circumstances covered in the previous question are met. However, in-school suspensions always count as “removals” for state and federal discipline data reporting.
Section 618 of IDEA requires states to provide data regarding discipline of students with disabilities. For this data collection, the U.S. Department of Education, Office of Special Education Programs requires districts to count and report all in-school suspensions, including those that would not count as removals when determining if a manifestation determination review is required. The U.S. Department of Education collects data on all in-school suspensions to determine the extent to which schools remove students from their IEP placements for disciplinary reasons.
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What EMIS codes are included in total removals? Are emergency removals included?
Total cumulative days of discipline removals include in-school and out-of-school suspensions, expulsions, in-school alternate discipline classes, programs or buildings, emergency removal by district personnel, and removal by hearing officer. Discipline Element (GD070) codes included are:
- 1 – Expulsion
- 2 – Out-of-school Suspension
- 3 – In-school Suspension
- 4 – In-school Alternate Discipline Class/Program/Building
- 6 – Emergency Removal by District Personnel
- 7 – Removal by a Hearing Officer
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What if our district or school uses a different term for “in-school suspensions”?
All disciplinary removals that meet the definition of in-school suspensions must be reported as such in Ohio’s Education Management Information System (EMIS), even if a local district or school refers to them by a different name or term. The
EMIS Manual defines in-school suspensions this way:
In-school suspension is the suspension of the student’s normal instructional activities by the superintendent or a school principal due to discipline reasons. The student attends school but is assigned a special placement that allows him or her to do schoolwork but does not specifically address the behavior that resulted in discipline.
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Are there resources available to help districts lower discipline rates for all students?
Each Child Means Each Child, explicitly recognizes the need for a positive climate in every school to support student well-being, academic achievement and future success. Most recently, Ohio enacted the Supporting Alternatives for Fair Education (SAFE) Act. It is one of the strongest state laws in the country addressing multi-tiered behavioral supports in the interest of reducing disciplinary referrals, especially for prekindergarten through grade 3 students. This bill strengthens support for school districts to implement Positive Behavioral Interventions and Supports (PBIS), social-emotional learning supports and trauma-informed practices. Strong and quality implementation of PBIS is an effective way to reduce discipline rates.
The Ohio Department of Education and Workforce continues to build and support statewide capacity to implement PBIS.
- Positive Behavioral Interventions and Supports is a framework that guides districts and schools in developing policies and practices that proactively define, teach and support appropriate behavior.
- Schools implementing PBIS actively teach behavioral expectations across all environments, promote positive behavior through encouragement and reinforcement, and provide correction of inappropriate behavior through prompting, re-teaching, and opportunities to correct behavior.
- PBIS creates consistent, predictable learning environments that increase positive behavior and academic outcomes for each student.
- Ohio schools implementing PBIS with fidelity have demonstrated noteworthy reductions in their rates of office discipline referrals, suspensions, and expulsions. With these reductions, administrators and teachers have more time to focus on academic progress, students who previously were removed from the academic environment now spend more time receiving direct instruction, and decreased behavior distractions in the classroom increases academic instruction time for other students in the classroom.
For more information on PBIS, including Ohio’s resources, network, and assistance from state support teams, see
http://education.ohio.gov/Topics/Student-Supports/PBIS-Resources.
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What if a district or community school is flagged for significant disproportionality this year but not next year?
The specified methodology requires a risk ratio threshold of higher than 2.50 in the same category of analysis for three consecutive years. If a district or community school is flagged in the 2024-2025 Special Education Profile, its risk ratio would have been above 2.50 for the 2021-2022, 2022-2023, and 2023-2024 school years. This district or community school will be required to redirect 15 percent of funds to Comprehensive Coordinated Early Intervening Services and undergo a review of student records with the Department of Education and Workforce.
If this same district or community school is not flagged for significant disproportionality in the subsequent profile, either its risk ratio for the 2024-2025 school year did not exceed 2.50 or its risk ratio for the 2024-2025 school year exceeded 2.50 and the district met the reasonable progress provision by reducing its risk ratio by at least 0.25 from 2022-2023 to 2023-2024 and again from 2023-2024 to 2024-2025. In either case, the district or community school will not be required to redirect funds or undergo a review of student records with the Department of Education and Workforce.
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Do the significant disproportionality regulations affect the annual Special Education Rating?
Historically, disproportionate representation (Indicators 9 & 10) has been considered part of the overall calculation for compliance in a district or community school’s Special Education Rating. Ohio was using significant disproportionality in special education identification data in place of disproportionate representation data from the 2018-2019 school year through the 2021-2022 school year, which impacted the 2020 through 2023 Special Education Ratings. Beginning with the 2024 Special Education Rating, Ohio uses disproportionate representation (Indicators 9 and 10) data in the rating calculation.
Additionally, districts and community schools that have made data reporting errors specific to significant disproportionality and whose data appeals are approved by the Department of Education and Workforce will receive a lower score for timely and accurate data on the Special Education Rating.
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Do the significant disproportionality regulations affect Ohio’s annual determination from the Office of Special Education Programs?
No, though significant disproportionality likely will be considered in the future.
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How will superintendents be notified of significant disproportionality findings?
All superintendents will receive their district or community school’s data for identification, placement, and discipline, along with all other indicators with possible required actions, in the Special Education Profile each year. This communication will also include links to all the explanatory documents about significant disproportionality.
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How often must districts and community schools review and, if appropriate, revise policies, practices and procedures?
Districts and community schools must review and, if appropriate, revise policies, practices, and procedures every year they are identified as having significant disproportionality. Each district and community school is notified of required action steps within its Special Education Profile.
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What is the scope of the review and revision of policies, practices, and procedures?
All districts and community schools identified with significant disproportionality will complete a review of student records with the Department of Education and Workforce. Districts and community schools will receive a Records for Review Excel file along with the district or community school’s Special Education Profile that lists all the students with disabilities included in the calculation for the category in which there is significant disproportionality. Districts and community schools must review the student records and provide documentation of student records specific to each category to the Department of Education and Workforce.
Any district or community school that made a data reporting error may submit a Data Appeals Form. If the data appeal is approved, the district or community school will complete a portion of the Self-Review Summary Report and an Improvement Plan for data reporting. If the Department of Education and Workforce approves the data appeal, the district or community school will not be required to redirect 15 percent of its funds to Comprehensive Coordinated Early Intervening Services.
All other districts and community schools flagged with significant disproportionality will complete a Self-Review Summary Report and Improvement Plan and are required to redirect 15 percent of funds to Comprehensive Coordinated Early Intervening Services. Districts and community schools will submit records to document individual and systemic correction.
All documents and deadlines for submission will be linked within the Special Education Profile.
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Can districts and community schools appeal their disproportionality data?
Yes. Districts and community schools may appeal their disproportionality data for any of the three years included in the calculation. A district or community school must submit a Data Appeals Form and student records documenting the data reporting errors. If the Department of Education and Workforce approves the data appeal, the district or community school will submit Section A of the Indicator Analysis. Once the Department approves the report, the district or community school will submit an Improvement Plan for data reporting. The district or community school will be required to submit documentation showing it has completed all Improvement Plan activities. Every district and community school with a verified data reporting error will lose one point on its Special Education Rating for Valid and Reliable Data.
All documents and submission deadlines will be linked within the Special Education Profile.
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What are the requirements for districts and community schools flagged with significant disproportionality with compliant records?
All districts and community schools identified with significant disproportionality will complete a review of student records with the Department of Education and Workforce (the Department). Each district and community school will receive a Records for Review Excel file via the Special Education Profile that lists all the students with disabilities included in the calculation for the category in which there is significant disproportionality. Each district and community school must review the student records and provide documentation of student records specific to each category to the Department.
If the Department notifies the district or community school that its records are compliant, the district or community school must complete Section B of the Indicator Analysis for the category that was flagged with significant disproportionality. The Department must approve the Indicator Analysis before the district or community school takes further action.
If the Department approves the Indicator Analysis, the district or community school will complete an Improvement Plan to address the factors contributing to significant disproportionality. The district or community school will implement the activities in the Improvement Plan using its redirected funds. The activities in the Improvement Plan must align to the allowable use of funds for Comprehensive Coordinated Early Intervening Services.
All documents, deadlines and additional details will be linked within the Special Education Profile.
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What are the requirements for districts and community schools flagged with significant disproportionality with noncompliant records?
All districts and community schools identified with significant disproportionality will complete a review of student records with the Department of Education and Workforce (the Department). Each district and community school will receive a Records for Review Excel file via the Special Education Profile that lists all the students with disabilities included in the calculation for the category in which there is significant disproportionality. Each district or community school must review the student records and provide documentation of student records specific to each category to the Department.
Districts and community schools with noncompliant records are required to demonstrate individual and systemic correction. Districts and community schools will provide documentation of student records demonstrating that each individual student’s records on which the calculation was based has been corrected to demonstrate individual correction. Districts and community schools will submit additional student records to demonstrate systemic correction.
All documents, deadlines and additional details will be linked within the Special Education Profile.
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Why is completing the root cause analysis as a team important?
The root cause analysis is most effective when the review team includes representatives from both special education and general education and building principals, general education teachers, and central office administrators. Significant disproportionality is not solely a special education issue and cannot be meaningfully addressed without ownership by and collaboration with general education partners and building and district leaders.
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When is a district or community school considered to no longer have significant disproportionality?
A district or community school is considered to no longer have significant disproportionality in a given category when one of two conditions is met:
- (1) the state’s annual calculation of the LEA’s risk ratio falls at or below the 2.50 threshold for the most recent year in the three-year calculation; or
- (2) the state’s annual calculation of the LEA’s risk ratio exceeds the 2.50 threshold for all three years and is at least 0.25 lower than the previous year’s risk ratio for two consecutive years (i.e., reasonable progress is met).
While Ohio’s threshold is 2.50, any risk ratio above 1.00 means there is disproportionality within the district or community school. Even with risk ratios at or below 2.50, districts and community schools are strongly encouraged to continue working with their state support team to ensure students of all races are treated equitably in their schools and communities.
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