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A Secondary Analysis of the Most Recent Civil Rights Data Collection to Inform Policy and Practice - Shared screen with speaker view
CLE Policy Team
11:29
Thank you for attending today’s session digging into the latest CRDC data and what it shows us about the experiences of students with disabilities in both district and charter schools.Please introduce yourself in the chat - Your name, your organization or affiliation, and where you are currently sitting.I’m Wendy Tucker, Senior Director of Policy at CLE, joining from Nashville TN.
Natalie Martinez
11:39
Natalie Martinez., Aspire Public Schools. from Los Angeles
Chavon Blount
11:45
Hello, I’m Chavon Blount, the Communications Coordinator for the Center of Learner Equity
Rachel Klein
11:48
Hi all, I'm Rachel Klein, Project Manager for the DMEquityOffice at District Management Group is Boston, MA
Jennifer Reiter-Cook
12:01
Dr. Jennifer Reiter-Cook, CCSA, sitting at my desk in my home office in San Diego, CA
Sumeyra Ekin
12:18
Hi! Sumeyra Ekin, CLE, Fairfax, VA
Jennifer Reiter-Cook
13:18
I am the senior director for school development at CCSA
Eric Premack
13:55
Eric Premack, Executive Director of the Charter Schools Development Center, a statewide charter school support and advocacy organization in California
Channing Cornelius
14:20
Channing Cornelius, SPED Leader, Bethune Elementary Charter in New Orleans
Laura Stelitano
14:24
Laura Stelitano, Research Manager at the Center for Learner Equity joining from my home office in Pittsburgh, PA
Christina Braganza
14:45
Christina Braganza, Chief Program Officer, Achievement First
CLE Policy Team
14:51
As Lauren mentioned, after this call we will share the briefs with you as well as a copy of this presentation.If you have questions, please enter them in the chat and we will answer as many as possible at the end of her presentation.
Payal Seth
15:03
Payal Seth, VP of Team Special Services, Achievement First
Laura Stelitano
15:05
Laura Stelitano, Researcher Manager at the Center for Learner Equity joining from Pittsburgh, PA
Sonia Park
16:14
Sonia Park (she/hers), Diverse Charter Schools Coalition
Sarah McCroan
16:49
Sarah McCroan - I'm a BCBA (Board Certified Behavior Analyst) who works as Director of MTSS (Multi-Tiered Systems of Support) for International Leadership of Texas Charter school system. I worked in the Special Education department the past 7 years as a Behavior Specialist/Behavior Coordinator
David Mapps
22:35
David Mapps - Texas Education Agency currently at my desk at home
Melissa Hogan
24:20
Can we get these slides please?
CLE Policy Team
24:45
Hi, Melissa. A copy of the deck and links to the reports will be sent to you after the webinar.
CLE Policy Team
29:45
Reminder- If you have questions, please enter them in the chat and we will answer as many as possible at the end of Lauren’s presentation.
Denna Fontes
33:29
Denna - Skyline Prep HS, Academic Dean (and 504 Coordinator) - sitting at my desk
Jenny Kendall
37:17
Do you have similar data for fully online schools (not advertising just for special education)?
Laura Stelitano
38:33
For the behavioral data, do we know how the percentages of students with disabilities who are suspended or restrained compare to the percentages of students without disabilities?
Rachel Klein
38:41
Do you have any idea about what is leading to these changes? Why is it, for example, that more students are eligible for services?
Rachel Klein
40:00
What's the main takeaway here - which setting is better supporting students with disabilities? what might it be around those settings that is leading to better support?
Rachel Klein
41:18
just wanted to set you up there :)
Eric Premack
45:26
Isn’t it possible, if not likely that much of the increase in the “gap” between the proportion of students with exceptional needs in charters versus districts is due to over-identification of exceptional needs? It seems very problematic/biased to assert that “these data support potential concerns that student with disabilities do not have the same access to charter schools” without putting these data into context and noting other potential, viable interpretations.
Eric Premack
46:31
You note that the legal/LEA status of charter schools appears to influence access. Have you investigated funding and other state policy differences? In California, for example, charter schools receive far less funding from the state SPED funding program, less general-purpose funding, limited facilities funding, etc. California shares NONE of its rapidly-expanding funding for preschool SPED funding with charter schools—a factor that seems destined to limit charter engagement with many IWENs.
Sarah McCroan
46:34
There are a PLETHORA of reasons why charter schools have a smaller percentage of students with special needs.
Eric Premack
47:52
The “gaps” between charter v. district enrollment of IWENs seems to vary a lot by state. Charter schools in IL and DC, for example, serve HIGHER proportions of IWENS whereas the “gap” in other states exceeds 5 percent in the other direction. To what do you attribute this huge variance?
Cynthia Elkins
49:29
I have heard that the special needs student numbers are going up because we are better able to diagnose than in the past. Milder students who would not have been diagnosed in the past are now diagnosed.
Jennifer Coco
49:53
Worth citing Losen's report that major districts were observed reporting 0s on arrests
Laura Kaloi
54:38
I am curious about your ability to look at the number of specialized schools that meet the criteria for your report. Have you seen an increase in the number of those schools since you began the analysis of the CRDC data and in addition to the number, are there any other data unique to this setting as you look at them over time?
Sarah McCroan
56:01
Then welcome to Texas where the state average was 8.5% and we're having to correct that ;)
Bryan Rotach
56:09
Pat is locked out of Zoom so Wendy T., just continue with Q&A and Lauren can thank everyone then we’ll end it as planned.
Eric Premack
01:01:33
Have you disaggregated charter data to distinguish between newer versus older charter schools? My anecdotal sense is that younger charter schools tend to serve lower, but higher proportions as they become more established.
Sarah McCroan
01:02:27
In Texas,Not just "newer" vs "older" but small ones (one school in one small strip mall) vs larger onesCharter Schools receive less funding than ISDs, roughly $670 per pupil less.For the Charter School I work for that would be an additional $13.8 MILLTION dollars in funding if our state would fund us the same as ISDs. Imagine what a school district could do with an extra almost $14 million
Eric Premack
01:04:58
Thanks Lauren and crew for this informative/engaging webinar.
Jenny Kendall
01:05:12
Eric - I agree with you! I work within a charter school network and our schools with greater longevity as a whole serve a higher % than the national average.
Jim Griffin
01:05:51
completely agree with Lauren's response about the high percentage schools that aren't specialized - that's been my experience with schools that fit that category as well as my personal experience as to the interconnectedness of families of students w disabilities hungry for better options for their children.
Rachel Klein
01:08:12
Thanks all for the information and discussion. Have a great afternoon
Jenny Kendall
01:09:19
Thanks Lauren - you are amazing :)
Payal Seth
01:09:21
Thank you Lauren!
Denna Fontes
01:09:37
Thank you.
Vanessa Murrieta
01:09:38
Thank you Lauren, great last point on growth, health and sustainability
Paula Higgins
01:09:49
Thank you!
Debi Smith
01:09:59
Slides were great but if we could get a link to the recording so we can hear all the great Q&A that would be FANTASTIC!
CLE Policy Team
01:10:27
Debi- we are recording and will make sure to make that available as well
Sarah McCroan
01:10:40
With Charters -- you have to take them almost on a Charter by Charter basis when looking at them.We marketed ourselves as a Trilingual school - teaching English, Chinese and Spanish with a rigorous curriculum focusing on international leadershipWe did not anticipate the large numbers of non-verbal, low functioning students with autism that flooded our campuses for example... And we've welcomed them and have grown our Sped Department to 6% but I know there's more out there! Texas has to catch up with the rest of the country
Meghan Fitzgerald
01:10:42
THANK YOU Lauren and Wendy! This was so clear and compelling
Melissa Katz
01:10:43
Thanks!
Sarah McCroan
01:10:47
Thank you
Bryan Rotach
01:11:10
I set up a Google for a quick debrief. You can just exit when you’re ready.