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| Allegany
County, MD •
Detroit, MI • Eugene
and Pleasant Hill, OR • Frederick
County, MD • Los Angeles,
CA • Southfield, MI |
| Baltimore
County, MD • Chicago, IL
• Clairton, PA • East
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LA • St. Tammany Parish,
LA |
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OH • Alliance, OH •
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Community School District 12, NY
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City, UT • Maryland, State Level
24 • Memphis, TN • Montgomery
County, MD • Moriarty, NM
• Park City, UT • San
Antonio, TX |
Chicago
Public Schools, Illinois
 Chicago
Public Schools identified disproportionate representation of minority
students in special education classes as its area of need. The district
used objective data to determine that disproportionality was a problem.
Once the need was identified, the district took steps to gain more
clarity about the minority population and special education in the
district. Recognizing the strong possibility that variability exists
in disproportionality districtwide, the LA further analyzed and
synthesized the data to better understand where (i.e., regions,
schools) disproportionality actually occurs within the district.
The
Linking Agent sees value in consensus building for reducing disproportionality.
She stated that a mind set exists among many throughout the district
that disproportionality is a special education problem. Therefore,
past efforts have primarily included special educators. The district
now recognizes the advantages of shared accountability and is reaching
out to administrators in general education to take a more active
role in alleviating this problem. The Linking Agent views awareness
as crucial for consensus building. The district is collaborating
with EMSTAC to design and conduct a workshop to increase awareness
for administrators and other service providers.
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