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{ timecode: 0, handler: 'blob', id: 1, data: {text: 'ROSEMARY KING-JOHNSTON: Good morning. Welcome to Truth in Labeling: Disproportionality in Special Education. My name is Rosemary King-Johnston and I’m a member of National Education Association '}},
{ timecode: 12, handler: 'blob', id: 2, data: {text: 'IDEA, Individuals with Disabilities Education Act Resource Cadre and this presentation is one of the presentations that the Cadre does all over the country for our NEA members. I would like to '}},
{ timecode: 25, handler: 'blob', id: 3, data: {text: 'introduce my colleague, Daryl Gates. DARYL GATES: Good morning, my name is Daryl Gates. I’m from Shreveport, Louisiana. I’m on the IDEA Resource Cadre, too and would appreciate this opportunity to '}},
{ timecode: 36, handler: 'blob', id: 4, data: {text: 'share with you today and to talk about research and to talk about good things to help children. ROSEMARY KING-JOHNSTON: Thanks, Daryl. As you may or may not know, some culturally and linguistically '}},
{ timecode: 48, handler: 'blob', id: 5, data: {text: 'diverse populations are over or under represented in special education. This can result in disproportionality in our schools. During this presentation we will share with you what the research tells us '}},
{ timecode: 62, handler: 'blob', id: 6, data: {text: 'about disproportionality and we what we as educators can do to address this issue. We would like to give a note of appreciation. This presentation was done in collaboration with the National Education '}},
{ timecode: 76, handler: 'blob', id: 7, data: {text: 'Association, The National Association of School Psychologists, The National Center on Culturally Responsive Educational Systems. It was a group effort. We met together and did this presentation and '}},
{ timecode: 88, handler: 'blob', id: 8, data: {text: 'often when we present we present with members of that organization. We also want to thank the 100 Black Men. Their work is represented throughout this presentation and Daryl will specifically talk '}},
{ timecode: 100, handler: 'blob', id: 9, data: {text: 'about it when he gets to a different section of his presentation. Our agenda today will include a number of things and you can see them on the PowerPoint. We will give you a definition of '}},
{ timecode: 112, handler: 'blob', id: 10, data: {text: 'disproportionality which sounds sort of like a no brainer, but there are a number of them throughout the country and we have chosen the one that NEA has chosen because we think it best represents what '}},
{ timecode: 124, handler: 'blob', id: 11, data: {text: 'we’re talking about when we are addressing disproportionality. We will also have a discussion of national data, trends and statistics because even though this is one of those topics that for years '}},
{ timecode: 135, handler: 'blob', id: 12, data: {text: 'we talked about, we did not have much data. The fact is there is a very large body of research out there. We’re going to talk to you about that today. These are not just guesses. These are actual '}},
{ timecode: 146, handler: 'blob', id: 13, data: {text: 'facts. We are also going to talk about cultural bias, and to be very honest with you this is the hardest part of this kind of a presentation because each of us would like to think that we do not have '}},
{ timecode: 158, handler: 'blob', id: 14, data: {text: 'cultural bias, but we’re going to do an activity that I think will show you that in the best possible way or the worst possible way, we bring to our teaching, to our classrooms, to our lives the '}},
{ timecode: 170, handler: 'blob', id: 15, data: {text: 'kinds of biases that are internal to us. We will also share some examples of states’ efforts and instructional strategies that have been shown to reduce disproportionality and the impact it has on '}},
{ timecode: 183, handler: 'blob', id: 16, data: {text: 'our children. Additional resources will be either referenced or provided to you as we go along and these will give you the opportunity to on your own go to our website or to these resources and to '}},
{ timecode: 194, handler: 'blob', id: 17, data: {text: 'learn additional information because while we have about 90 minutes with you, we could spend six hours and still not be done. This is NEA’s statement on disproportionality, and I’m a special ed. '}},
{ timecode: 209, handler: 'blob', id: 18, data: {text: 'teacher, but I’m going to not read anything to you today and Daryl and I made that pact last night, no reading of the slides, so we will not be reading the slides, but you have them in front of you '}},
{ timecode: 219, handler: 'blob', id: 19, data: {text: 'so we will be talking about them. Disproportionality has been a focus of interest for the National Education Association for a number of years. This statement reflects NEAs resolutions and their focus '}},
{ timecode: 233, handler: 'blob', id: 20, data: {text: 'on closing the achievement gap and why it’s part of disproportionality is because many of the children who are lagging behind in achievement are minority and culturally diverse children, and we’re '}},
{ timecode: 244, handler: 'blob', id: 21, data: {text: 'going to talk to you about that today. As we progress through this presentation we will use the NEAs statement on disproportionality to focus our discussion and to frame the discussion of the '}},
{ timecode: 256, handler: 'blob', id: 22, data: {text: 'essential questions. These are the ones that we plan to discuss today. If you have other questions you can feel free to ask them. If we don’t have an answer we will get you an answer. If we have an '}},
{ timecode: 270, handler: 'blob', id: 23, data: {text: 'answer we will share it with you, because we’re really good with that. The essential questions are; what is disproportionality and how does it relate to the two big education laws; IDEA (Individuals '}},
{ timecode: 283, handler: 'blob', id: 24, data: {text: 'with Disability Education Act) and ESEA, (the Elementary and Secondary Education Act) which most commonly, at least in the last administration, was referred to as “No Child Left Behind”. These are '}},
{ timecode: 297, handler: 'blob', id: 25, data: {text: 'the two sort of 800 pound gorillas in the middle of the table. They are the education laws that go on in every school system in this country in every state. We will identify national trends. While it '}},
{ timecode: 311, handler: 'blob', id: 26, data: {text: 'seems unusual to say we know that some things are consistent with disproportionate representation. We are going to try and share with you today some of the reasons why that occurs and how we can '}},
{ timecode: 323, handler: 'blob', id: 27, data: {text: 'address them. We will also discuss how cultural biases impact not only how we teach but how our children learn. One of the most important things to come out of this presentation is if you identify in '}},
{ timecode: 338, handler: 'blob', id: 28, data: {text: 'yourself something that you do that you know you can do better or differently that will impact your children in the way that you instruct. We will also identify ways to implement culturally responsive '}},
{ timecode: 350, handler: 'blob', id: 29, data: {text: 'teaching to adjust disproportionality and strategies that can impact how children learn. So, those are our central questions. This is an activity that we would like to do to sort of frame our work '}},
{ timecode: 365, handler: 'blob', id: 30, data: {text: 'today. It’s called Culture and Me and we’re going to ask you to just sort of speak among yourselves very softly. If we had a larger group we would break you into groups and if we had more time we '}},
{ timecode: 376, handler: 'blob', id: 31, data: {text: 'would give you significant time to discuss this. We want you to get the feel of this because this really does provide for you and for us the lens with which we look at the rest of this presentation. '}},
{ timecode: 388, handler: 'blob', id: 32, data: {text: 'So, this is very important. So, what I want you to do as you’re sitting there is think in your mind, or write, or talk if you wish, five major cultural influences in your life. When I say cultural '}},
{ timecode: 401, handler: 'blob', id: 33, data: {text: 'influences I mean things like your religious affiliation, your political affiliation, where you chose to live, you know, geographically, whether you are a member of organizations and what are those '}},
{ timecode: 415, handler: 'blob', id: 34, data: {text: 'organizations. Are they sports organizations? Are they political organizations? Are they human services organizations? Do you belong to a book group? So, think about those things and sort of jot down '}},
{ timecode: 428, handler: 'blob', id: 35, data: {text: 'or in your mind, do five of those because we’re going to ask you some questions about those in a minute. So, now that'}},
{ timecode: 449, handler: 'blob', id: 36, data: {text: 'you’ve listed your influences and you have them sitting there, I want you to look at those and ask you what those influences suggest to you. What do they say about you? Just sort of think about that '}},
{ timecode: 457, handler: 'blob', id: 37, data: {text: 'for a moment, and then I want you to think about if someone else had those influences, what would that suggest to you about them? That is really how cultural bias or bias of any kind exists, is that '}},
{ timecode: 473, handler: 'blob', id: 38, data: {text: 'we have assumptions about people for different reasons. People who are sports fanatics, they become the jocks. You know life is like high school and those same groups that we all had in high school, '}},
{ timecode: 488, handler: 'blob', id: 39, data: {text: 'you’re all closer to high school so you’ll remember, there were the jocks, and there were the brainiacs, right? Close, we live through our children. You know, there were the brainiacs, we called '}},
{ timecode: 500, handler: 'blob', id: 40, data: {text: 'them that when I was in school, but it was a long time ago, now they call them nerd probably, I don’t know. But, the fact is that you assumed that because someone was smart of because they belonged '}},
{ timecode: 508, handler: 'blob', id: 41, data: {text: 'to the chess club, which of course, is the joke of the world, or the book group, or they were a field hockey player or basketball player, you assumed things about them that may or may not have been '}},
{ timecode: 519, handler: 'blob', id: 42, data: {text: 'accurate. I am not an athlete but in high school I was a fabulous field hockey player. I was the smallest person on my team, I know you’ll find that hard to believe because I’m so large now, but I '}},
{ timecode: 531, handler: 'blob', id: 43, data: {text: 'was the smallest person on my team and they wanted to put me on the end and I said no, I want to be the center forward. I tried out for that position and I won it, and I played very successfully my '}},
{ timecode: 543, handler: 'blob', id: 44, data: {text: 'whole high school career. I went to a small high school. Then I went to a small college where I played again and my first game out, honestly and truly, I came across a woman who, it might have been '}},
{ timecode: 554, handler: 'blob', id: 45, data: {text: 'David and Goliath, she was twice my size and she leveled me at the first run off the line and I said to my mother, “I don’t think I’m going to be playing field hockey anymore.” The concussion '}},
{ timecode: 565, handler: 'blob', id: 46, data: {text: 'was one clue, the running over me was the second clue. But, I think the assumption was to me that she was just a bully, and she wasn’t, she was playing her position and she was playing it well. The '}},
{ timecode: 579, handler: 'blob', id: 47, data: {text: 'fact that she was 5’ 11” and weighed 180 pounds and I was 4’11” and weighed about 90 pounds really had something to do with it rather than the bullying. So, I think that when you look at your '}},
{ timecode: 591, handler: 'blob', id: 48, data: {text: 'pieces I want you to think about that. If you see a child who is dressed in a preppy kind of outfit you assume one thing. If you see a child who is dressed in very trendy, what we would think of more '}},
{ timecode: 606, handler: 'blob', id: 49, data: {text: 'of an ethnic outfit, you need to think about what that says to you, because in reality it should say nothing except that those are the clothes they wear. So, that’s the kind of thing we want you to '}},
{ timecode: 615, handler: 'blob', id: 50, data: {text: 'think about. Finally, I want you to think about the assumptions you’ve made and how they guide both your personal and your professional life, because as much as I would like to say that when I was '}},
{ timecode: 627, handler: 'blob', id: 51, data: {text: 'teaching I loved every child as much as the other child, that’s not the case. Some kids touch you in your heart, some kids touch you in your head, but all of the kids deserve the best that we have '}},
{ timecode: 638, handler: 'blob', id: 52, data: {text: 'to offer. Actually, when we can’t do that it’s time for us to leave the classroom. The fact of the matter is that when you combine all this information about yourself, because this is about you, '}},
{ timecode: 649, handler: 'blob', id: 53, data: {text: 'not about me, you now know more about than many people do, but when you combine that information, those are what define your life experiences and yours from California very different from mine from '}},
{ timecode: 660, handler: 'blob', id: 54, data: {text: 'Massachusetts, although I live in Maryland now, from Daryl’s in Louisiana, from someone who grew up in Washington D.C. So, all of the things, whether its our gender, our ethnicity, our religious '}},
{ timecode: 672, handler: 'blob', id: 55, data: {text: 'affiliation, whether we live in a rural or an urban environment, they all are going to impact how we view the world. And, as educators we need to view the world with a very open mind. So, the lens '}},
{ timecode: 684, handler: 'blob', id: 56, data: {text: 'that you use is colored by your experiences. So, all of this is what forms your life experience and it is important to acknowledge those influences, and then to just move forward. Because what they do '}},
{ timecode: 697, handler: 'blob', id: 57, data: {text: 'is they make you a richer person and they also enable you to broaden your view as you work with children and their families. Now we’re going to get to disproportionality. You can see the definition. '}},
{ timecode: 710, handler: 'blob', id: 58, data: {text: 'We have the wise old owl there because it takes a lot of wisdom to differentiate what is overrepresentation and was is underrepresentation. So, I’m going to make it very simple for you. I’m not '}},
{ timecode: 722, handler: 'blob', id: 59, data: {text: 'going to make you even read that if you don’t want to. There are a couple of things that we’re going to talk about. There are four components. The first is that we’re either talking about '}},
{ timecode: 731, handler: 'blob', id: 60, data: {text: 'overrepresentation, too many of one group in one category, or underrepresentation, not enough in something. Overrepresentation, we are usually talking about things like special education. '}},
{ timecode: 746, handler: 'blob', id: 61, data: {text: 'Underrepresentation, we are usually talking about things like gifted and talented. The second piece is that we’re talking about a particular population or a demographic group. So, we’re talking '}},
{ timecode: 759, handler: 'blob', id: 62, data: {text: 'about white kids, we’re talking about children who are African American, we’re talking about youth who are Asian, Pacific Islanders, we’re talking about children with disabilities. So, we have a '}},
{ timecode: 772, handler: 'blob', id: 63, data: {text: 'variety of things that we need to think about when we’re talking about a specific population or demographic group. Once again, talking about special education, talking about gifted education. What '}},
{ timecode: 784, handler: 'blob', id: 64, data: {text: 'you’ll find as we go on today is that sometimes there are populations that are overrepresented in gifted education and underrepresented in special education and vice versa. The research tells us '}},
{ timecode: 798, handler: 'blob', id: 65, data: {text: 'there’s no reason for that. Those are the kinds of things we’re going to get at today. The last thing is, whenever we look at those three components we’re looking at them as compared to the '}},
{ timecode: 810, handler: 'blob', id: 66, data: {text: 'whole number of kids in the population. So, when we’re talking about disproportionality for the country we’re talking about the whole population of children. When we’re talking about the state, '}},
{ timecode: 821, handler: 'blob', id: 67, data: {text: 'we’re talking about the population in the state, when we’re talking about a district, the district and we’re talking about a school, we’re talking about a specific building, What we’ve all '}},
{ timecode: 831, handler: 'blob', id: 68, data: {text: 'found, and Daryl will probably speak to it when he gets to his part is that as we travel around from school to school it differs, from classroom to classroom it can differ. Those are the kinds of '}},
{ timecode: 844, handler: 'blob', id: 69, data: {text: 'things that we are trying to address through these presentations. For ethnic and minority students and inappropriate placement in special education or a disability designation labeled as mentally '}},
{ timecode: 857, handler: 'blob', id: 70, data: {text: 'retarded, emotionally disturbed, developmentally disabled, learning disabled, can result in that child not receiving the appropriate instruction. That’s what we’re all about. The NEA has for '}},
{ timecode: 871, handler: 'blob', id: 71, data: {text: 'years, and before anyone else every did, talked about quality instruction in public schools for every child in America. This is another opportunity for that. When children are misplaced, identified '}},
{ timecode: 884, handler: 'blob', id: 72, data: {text: 'inaccurately, receiving services that are not appropriate, it really does limit how we can meet their individual needs as well as how they can progress and make academic and social growth. For ethnic '}},
{ timecode: 898, handler: 'blob', id: 73, data: {text: 'and minority students and inappropriate label or placement can have significant consequences that last a lifetime. We’re going to talk to you about the correlation between third grade reading and '}},
{ timecode: 913, handler: 'blob', id: 74, data: {text: 'prisons. If you don’t know that data it is really astonishing. I will talk to you about that a little bit. We also know that children who are labeled with disabilities, particularly if they are '}},
{ timecode: 926, handler: 'blob', id: 75, data: {text: 'minority, really open themselves up to all kinds of discrimination, in school, in life, the playground, when they go to work. Elementary and Secondary Education Act requirement (ESEA), as you know '}},
{ timecode: 943, handler: 'blob', id: 76, data: {text: 'most people call it “No Child Left Behind”. That was a term coined by the previous administration. The NEA has consistently called it ESEA because that’s what it is. The ESEA is up for '}},
{ timecode: 957, handler: 'blob', id: 77, data: {text: 'reauthorization. It is our hope, and Daryl’s smiling, that President Obama will put his educational stamp on what is the ESEA. We would like it to look different because while the ESEA has some '}},
{ timecode: 972, handler: 'blob', id: 78, data: {text: 'excellent components and the most important one of that being that ALL students means ALL students. You know, the assessment part of ESEA addresses accountability for student progress to state and '}},
{ timecode: 986, handler: 'blob', id: 79, data: {text: 'local jurisdictions for all children and in the past it used to be all children except children who are English language learners. All children except those who have IEPs that are in special '}},
{ timecode: 998, handler: 'blob', id: 80, data: {text: 'education. What ESEA did was it gave us a way to say it’s important that all children take these assessments, that the reports are disaggregated by all of the subgroups and that students in special '}},
{ timecode: 1018, handler: 'blob', id: 81, data: {text: 'education receive access to the general curriculum. There’s one thing we do know is that the longer children remain in special education without access to the general curriculum, the less likely '}},
{ timecode: 1030, handler: 'blob', id: 82, data: {text: 'they’re ever to be able to go back into general education. Let’s face it, the goal of special education is supposed to be short term support that teaches you how go work in the general curriculum. '}},
{ timecode: 1043, handler: 'blob', id: 83, data: {text: 'Unfortunately, it has become such an entitlement that usually once you get in special ed. you have to fight your way out. So, these are things that happen to our ethnic and minority youth who get '}},
{ timecode: 1055, handler: 'blob', id: 84, data: {text: 'placed in special ed. early in their careers and stay in it until the day they leave school. That’s not what we’re supposed to do. The ESEA has addressed that, talks about adequate yearly progress '}},
{ timecode: 1068, handler: 'blob', id: 85, data: {text: 'and for all it’s faults it has shown a light on this whole group of folks who didn’t matter before. This is my statement, not NEAs, you know we treasure what we measure. And that is really a '}},
{ timecode: 1081, handler: 'blob', id: 86, data: {text: 'been, in my mind, the saving grace for that particular piece of legislation. Individuals with Disabilities Education Act, Long Term Special Education Law, nobody at this table except for me is old '}},
{ timecode: 1082, handler: 'blob', id: 87, data: {text: 'enough, but I taught before there was a Special Education Law, you did, great. I taught children in a segregated classroom. It was the first year that the school system that I worked in, and I was a '}},
{ timecode: 1094, handler: 'blob', id: 88, data: {text: 'first year teacher, it was in 1967, it was the first time that those children had come to public school. In those days, if you had a child with a disability and they weren’t toilet trained, if they '}},
{ timecode: 1108, handler: 'blob', id: 89, data: {text: 'had two accidents in a week, you could send them home until they were toilet trained. Okay. I see your faces and I know that makes no sense to all of you, but it was a big deal to get these kids out '}},
{ timecode: 1118, handler: 'blob', id: 90, data: {text: 'of centers, but what happened is they went from centers into segregated classrooms. My first day on the job I went to the cafeteria at the time for my lunch and there was no one there but me. I went '}},
{ timecode: 1130, handler: 'blob', id: 91, data: {text: 'out on the playground and there was no one there but, well my kids were with me, but me. So, I then looked at the master schedule and I realized I was the only classroom, I was the only special ed '}},
{ timecode: 1141, handler: 'blob', id: 92, data: {text: 'classroom, but I was the only classroom that did not eat or play with other children. So, on the second day of school I looked at the schedule and I found when the kindergartners were in there and I '}},
{ timecode: 1154, handler: 'blob', id: 93, data: {text: 'acted like I was having a blonde moment I guess, because I was too young to be a senior, and I marched my children into the cafeteria and no one had the nerve to say to us you’re here at the wrong '}},
{ timecode: 1164, handler: 'blob', id: 94, data: {text: 'time. We did the same thing for playground, and no one had the nerve. By the end of that school year, I was team teaching with the first grade and kindergarten teachers and my children were being '}},
{ timecode: 1175, handler: 'blob', id: 95, data: {text: 'included with that group. It was a wonderful experience for me. It could’ve been just a terrible one if they had turned me away, but they didn’t and so I feel real fortunate. That was before the '}},
{ timecode: 1187, handler: 'blob', id: 96, data: {text: 'law. The law while cumbersome and we all complain about it when we have to do IEPs and do our paperwork. The law really does require that children with disabilities get the same access to education '}},
{ timecode: 1199, handler: 'blob', id: 97, data: {text: 'that others do. As far as inappropriate identification, overrepresentation, disproportionate representation, IDEA had been very clear, especially in 2004 that states have to have policies and '}},
{ timecode: 1214, handler: 'blob', id: 98, data: {text: 'procedures that address this. There are monies that are put aside, if a state identifies disproportionality as an issue, the Office of Civil Rights is always happy to come and partner with you if you '}},
{ timecode: 1227, handler: 'blob', id: 99, data: {text: 'have a disproportionality issue. The important thing to remember is that IDEA and ESEA used to just sort of run along like on two sides of this table. IDEA was over here, ESEA was over here, you waved '}},
{ timecode: 1241, handler: 'blob', id: 100, data: {text: 'as you passed, but you never really got together. What the most recent iterations of these two laws did was they mirror each other and they represent each other well. So, many of the things that are '}},
{ timecode: 1254, handler: 'blob', id: 101, data: {text: 'in the ESEA were then put into IDEA. I have no reason to believe that when it’s reauthorized the same thing will not occur. So, for the first time we have sort of the juggernauts of educational '}},
{ timecode: 1266, handler: 'blob', id: 102, data: {text: 'policy funding all working together. So, for that reason it does work for us. One of the other things in IDEA 2004 is the state collection and examination of data. Our states are required to collect '}},
{ timecode: 1284, handler: 'blob', id: 103, data: {text: 'it. They’re required to report it. They are required to look at discipline, and if you were ever taught in a school you know that discipline is a huge issue for all of us, for each of us. Children '}},
{ timecode: 1298, handler: 'blob', id: 104, data: {text: 'who come to school, not necessarily ready to learn are likely to have more discipline problems than others. When we get to the part where we talk about some state initiatives, I want to talk to you '}},
{ timecode: 1309, handler: 'blob', id: 105, data: {text: 'about Maryland, which is my state and an early childhood intervention kind of thing that we did and it’ll show you how when you start with 3-year-olds in childcare with discipline issues, you '}},
{ timecode: 1322, handler: 'blob', id: 106, data: {text: 'don’t have them when they come to school. So, we’re going to be talking about that and about suspension and expulsion, which is a very hot issue right now. These are the groups most impacted by '}},
{ timecode: 1334, handler: 'blob', id: 107, data: {text: 'disproportionality and they’re the ones that you would expect. Can you think of other groups that are not there? Then I will tell you. English language learners; English language learners are the '}},
{ timecode: 1357, handler: 'blob', id: 108, data: {text: 'largest growing population of folks in this country. We have new Americans from all over the world. I’m from Maryland, we have one jurisdiction called Montgomery County which is a very large, kind '}},
{ timecode: 1371, handler: 'blob', id: 109, data: {text: 'of urbany reflection of Washington D.C., more than Maryland and there are probably, I think 120 languages spoken in their school system by children who come with different languages. English language '}},
{ timecode: 1387, handler: 'blob', id: 110, data: {text: 'learners are definitely a group that have been impacted by disproportionate representation. We’ll give you some data about that. We also need to think that within these population groups there are '}},
{ timecode: 1399, handler: 'blob', id: 111, data: {text: 'gender issues, you know if you’re a woman or a girl, you’re likely to get one thing for a discipline referral, if you’re a male, a boy, an African American, you’re going to get a whole '}},
{ timecode: 1409, handler: 'blob', id: 112, data: {text: 'different one. So, we’re going to talk to you about that. The same thing if you’re an Asian Pacific Islander. The way that discipline is approached for you is very different than it is for an '}},
{ timecode: 1421, handler: 'blob', id: 113, data: {text: 'urban African American male. So, we’re going to talk about that, but let’s talk about some statistics, because even though I don’t particularly like number, other people do, and so we’re going '}},
{ timecode: 1432, handler: 'blob', id: 114, data: {text: 'to talk to you about that. The USDA has published data that these particular groups that we talked about are overrepresented in high incidence subjective disability categories. Now, that’s education '}},
{ timecode: 1446, handler: 'blob', id: 115, data: {text: 'speak, and what that means is that for some of the disability categories there are very specific assessments that will tell you if a child is visually impaired, hearing impaired, you have data that '}},
{ timecode: 1458, handler: 'blob', id: 116, data: {text: 'tells you that. For learning disability, emotional disturbance and mental retardation there is a whole different level of subjectivity and that impacts how kids get labeled. When I was an educator a '}},
{ timecode: 1473, handler: 'blob', id: 117, data: {text: 'long time ago one of the things we did in our county, because we didn’t have good resources, and I’ll admit this now, is we did what we called compassionate coding and so if a child came to us and '}},
{ timecode: 1483, handler: 'blob', id: 118, data: {text: 'they were falling apart in general ed and the general ed teacher was saying, “I have done all I can do, there is not one more thing I can do with this child,” the child is six, we would often code '}},
{ timecode: 1494, handler: 'blob', id: 119, data: {text: 'them with one of these disabilities just so we could get them some services. That doesn’t happen anymore, it shouldn’t happen anymore. The law is very different. But, that is one of the things '}},
{ timecode: 1504, handler: 'blob', id: 120, data: {text: 'that happened and what you did is you used learning disability, it is significantly overrepresented for every group because it is one you can do with less objective information. The same goes for '}},
{ timecode: 1521, handler: 'blob', id: 121, data: {text: 'gifted and talented programs. These groups that we are talking about often underrepresented. Part of the problem is state policies. In some states if you have a disability you get services through '}},
{ timecode: 1535, handler: 'blob', id: 122, data: {text: 'IDEA, you are not able to get services through gifted and talented, and the fact is that they often reside together. We have what we call multiply gifted, multiply disabled, and these kids have both, '}},
{ timecode: 1553, handler: 'blob', id: 123, data: {text: 'and they shouldn’t have to choose. So, that’s another group. Concrete information; although African American children represent 16% of the school population they constitute 21% of enrollment in '}},
{ timecode: 1570, handler: 'blob', id: 124, data: {text: 'special education. Right away you see a little bit of a difference. So, let me look at it with you another way, and I’m going to use a 1,000 because I am not a mathematician and I need things that '}},
{ timecode: 1581, handler: 'blob', id: 125, data: {text: 'multiply and divide into each other easily. Daryl can tell you or else I just completely fall apart. So, let’s say you have a school of 1,000 students. Based on our 16% about 160 of those could be '}},
{ timecode: 1595, handler: 'blob', id: 126, data: {text: 'or should be African American. Natural proportions of special education indicate that 11% to 12% of any population of students will have some kind of a disability ranging from, you know, the mildest '}},
{ timecode: 1610, handler: 'blob', id: 127, data: {text: 'to the most severe. Okay, however, of those 160 students who are African American over 33 received special education. So, given that data, around 18 would be expected to be in special ed. So, 18 '}},
{ timecode: 1628, handler: 'blob', id: 128, data: {text: 'versus 33. You see, what we’re seeing the gap keeps getting bigger. In this case, nearly twice the number of students who are African American are in special education. I found this sort of an '}},
{ timecode: 1642, handler: 'blob', id: 129, data: {text: 'astounding statistic and every time I hear it I sort of keep getting annoyed because it doesn’t seem to be changing, and Daryl may talk about that. We have made some improvements in pockets in '}},
{ timecode: 1652, handler: 'blob', id: 130, data: {text: 'places and we’ll talk to you about that, but in general this is sort of what happens with our minority and ethnic students. What we’ve just described, that example is disproportionate '}},
{ timecode: 1664, handler: 'blob', id: 131, data: {text: 'representation that is disproportionality. Some more about that; African American students three times more likely to be labeled as mentally retarded as their white peers, twice as likely to be '}},
{ timecode: 1684, handler: 'blob', id: 132, data: {text: 'labeled emotionally disturbed or disabled, less likely to be returned to general education once they get into special ed. So, what these statistics do is support what we talked about earlier is why it '}},
{ timecode: 1697, handler: 'blob', id: 133, data: {text: 'is not right or reasonable to code kids or give them a disability label that is subjective that doesn’t meet the kinds of standards that we should be meeting for other children, because this is what '}},
{ timecode: 1712, handler: 'blob', id: 134, data: {text: 'happens and then we get these kinds of data. Please remember when you’re keeping this in mind. Mental retardation is really a low incidence disability. Only about 1% of the population should be '}},
{ timecode: 1725, handler: 'blob', id: 135, data: {text: 'mentally retarded and yet we see with the subjective labeling that kids get coded that all the time. The rate for the more subjective ones, like vision and hearing and for culturally linguistically '}},
{ timecode: 1743, handler: 'blob', id: 136, data: {text: 'diverse kids which who we are talking about is the same. So, when you give it a real measure, something that is objective, you can see it, you can measure it, our kids all sort of come out of the same '}},
{ timecode: 1757, handler: 'blob', id: 137, data: {text: 'rate. When you give it something subjective, like mental retardation, learning disability, speech, you find overrepresentation consistently. African American males cannot talk about '}},
{ timecode: 1774, handler: 'blob', id: 138, data: {text: 'disproportionality, cannot talk about the kind of education system without talking about young men and boys who are African American. Remember that lens we talked about, keep looking at it through '}},
{ timecode: 1785, handler: 'blob', id: 139, data: {text: 'that lens. Over-referred for emotional disabilities anytime there’s a behavior problem increase in identification as mentally retarded as parents of African American children’s income level rises. '}},
{ timecode: 1802, handler: 'blob', id: 140, data: {text: 'There seems to be more of a bias toward the emotional disturbance code or emotional disability that there is toward the mentally retarded code. So, think about what we have done to our families that '}},
{ timecode: 1814, handler: 'blob', id: 141, data: {text: 'they would prefer this to this for their children. It’s a stunning problem and Daryl will talk about that a little bit more and this particular slide really does reflect the cultural biases of '}},
{ timecode: 1832, handler: 'blob', id: 142, data: {text: 'schools and let me say that we think that teachers do a great job. We think that everyone who’s teaching, because they love these kids and a want them to be successful, these are just things that '}},
{ timecode: 1843, handler: 'blob', id: 143, data: {text: 'have happened and we have an opportunity to change that and that’s why this is so important. AUDIENCE MEMBER: My concern is that when you were speaking about special ed you used the word teacher a '}},
{ timecode: 1854, handler: 'blob', id: 144, data: {text: 'lot and as a former school nurse I also know that a large portion of what happens in schools is in collaboration with school nurses and counselors and school psychologists, occupational therapists, '}},
{ timecode: 1871, handler: 'blob', id: 145, data: {text: 'speech and language therapists, so to say that all of this is on the shoulders of the teachers or decided by the teachers is really more that it is a collaborative effort with educators and not just '}},
{ timecode: 1885, handler: 'blob', id: 146, data: {text: 'classroom teachers. ROSEMARY KING-JOHNSTON: Thank you so much for your comment. You’re absolutely right. I think that in the shorthand that we often use, I did use teachers, and I should have used '}},
{ timecode: 1894, handler: 'blob', id: 147, data: {text: 'educators, because when I say teachers I really mean everybody in the school. I don’t differentiate that because someone has a degree in education that they are the only teacher. I think that the '}},
{ timecode: 1904, handler: 'blob', id: 148, data: {text: 'nurse is the teacher, I think that the administrator is, so I should have said educators and I would hope that anyone who is watching this knows that when I say teachers I did mean anybody that it’s '}},
{ timecode: 1913, handler: 'blob', id: 149, data: {text: 'the school. I consider that, the other thing is I usually say children, when I say children, I mean students, but I’m saying children with disabilities because that’s sort of what the law says. '}},
{ timecode: 1924, handler: 'blob', id: 150, data: {text: 'Students with disabilities does broaden it. So, when we are talking we’re talking about all and so I do apologize if that didn’t come across that way, but I hope that those of you that are '}},
{ timecode: 1935, handler: 'blob', id: 151, data: {text: 'watching know, when I say teachers, I mean everybody in the school. I consider the lady in the cafeteria line, the school bus driver, the crossing guard, all of them part of that education community. '}},
{ timecode: 1946, handler: 'blob', id: 152, data: {text: 'Thank you, that was a good point. Hispanics, once again, a large growing group under identified within certain disability areas, likely to be overrepresented in special ed when the district’s '}},
{ timecode: 1963, handler: 'blob', id: 153, data: {text: 'population increases. So, the more kids you have with an ENL, the more likely they are to be coded as having some kind of a disability. The two things that we need to think about when we code or look '}},
{ timecode: 1975, handler: 'blob', id: 154, data: {text: 'at children who are Hispanic in background, or any English language learner, is the number of years of English instruction. If they have spoken English before, if they’ve been getting instruction, '}},
{ timecode: 1987, handler: 'blob', id: 155, data: {text: 'they are more likely to be successful. Their proficiency in their native language; you know everyone assumes that when folks come here and they’re 10 or 11 that they’ve had the same educational '}},
{ timecode: 1997, handler: 'blob', id: 156, data: {text: 'experience that each of us has had. That is not the case. We have kids who come from all over this world who have never been to school and all of a sudden at age 9, 10, 11, or 12 we’re putting them '}},
{ timecode: 2010, handler: 'blob', id: 157, data: {text: 'in a classroom and expecting them to know how to work, how to learn, how to study. It’s not just the language. It’s all of those pieces. If you have folks who migrate here from somewhere and they '}},
{ timecode: 2021, handler: 'blob', id: 158, data: {text: '  have a high level of education and were proficient in their own language they are much more likely to be successful in school.  '}},
{ timecode: 2027, handler: 'blob', id: 159, data: {text: 'Native American and Alaskan natives, once again, overrepresented in the category of mental retardation on a regular basis.'}},
{ timecode: 2036, handler: 'blob', id: 160, data: {text: 'Once again, is that a subjective or an objective category? It’s very subjective and that happens. One and a half times more likely to be labeled when you’re disabled. Subjective or objective? '}},
{ timecode: 2050, handler: 'blob', id: 161, data: {text: 'Subjective. Two times more likely to be labeled developmentally disabled. Once again, one that is a judgment, not a statistic, not a measure. So, this is once again a linguistically culturally diverse '}},
{ timecode: 2067, handler: 'blob', id: 162, data: {text: 'group who continue to be overidentified. Asian and Pacific Islanders; whole different story. This is sort of the flip of the coin. Underrepresented in most disability categories, overrepresented in '}},
{ timecode: 2083, handler: 'blob', id: 163, data: {text: 'gifted and talented and I’m not going to ask you to identify yourself. I’m just going to give you one of those common sort of things that we attach to what we think of a group because of what they '}},
{ timecode: 2095, handler: 'blob', id: 164, data: {text: 'look like. So, when you think of an Asian Pacific Island student, you think of maybe a kid who comes from a home that values education, a child who is an overachiever who plays an instrument, who '}},
{ timecode: 2110, handler: 'blob', id: 165, data: {text: 'plays sports, who is on the honor society and what happens is you then reflect that in how you work with this kid and you put them in gifted and talented. Many Asian Pacific Islanders just like every '}},
{ timecode: 2120, handler: 'blob', id: 166, data: {text: 'other child that we talk about have the same kinds of disabilities. We should be seeing them, but we’re not. We keep putting them in these other categories. So, that is an issue. White students; we '}},
{ timecode: 2132, handler: 'blob', id: 167, data: {text: 'haven\'t talked about them, but we are going to. Same thing, overrepresented in gifted and talented and overrepresented in learning disability, once again objective or subjective? Subjective.  '}},
{ timecode: 2143, handler: 'blob', id: 168, data: {text: 'Nationwide, 7.47% of all white students and 9.9% of Asian students are placed in gifted programs. So, 7.47% and 9.9%. However, for African'}},
{ timecode: 2162, handler: 'blob', id: 169, data: {text: 'American students 3.04% in gifted and talented programs. Hispanic students 3.57%, American Indians 4.86%. So, think about that. What kinds of opportunities are children being denied based on their '}},
{ timecode: 2184, handler: 'blob', id: 170, data: {text: 'ethnic or racial background? So, this is an under penning of what we do. Remember that lens. I keep reminding you to look at that because this has real meaning to you in light of what you wrote on '}},
{ timecode: 2200, handler: 'blob', id: 171, data: {text: 'your papers before. Okay, English language learners. Now, we talked about that. The fastest growing group overrepresented in districts with small ELL populations, so if you have three kids who speak '}},
{ timecode: 2215, handler: 'blob', id: 172, data: {text: 'Hmong chances are they are going to be identified. Underrepresented with populations of 100 or more; if there’s a community of folks that speak Chinese, Mandarin Chinese, Spanish, they’re more '}},
{ timecode: 2231, handler: 'blob', id: 173, data: {text: 'likely to be underrepresented. Nationally, ELL students are underrepresented in special ed programs. Part of that is what I told you before, there used to be sort of an idea that you couldn’t have '}},
{ timecode: 2245, handler: 'blob', id: 174, data: {text: 'both kinds of services and now you can. That’s what we call twice exceptional. They have exceptionality in more that one area. Once again the over and underrepresentation is related to the school '}},
{ timecode: 2258, handler: 'blob', id: 175, data: {text: 'size, but those are our group. Gender; if you’re a girl, you’re more likely to be successful in school than if you’re a boy. Twice as many males as females are in special education in elementary '}},
{ timecode: 2272, handler: 'blob', id: 176, data: {text: 'school. A big portion of that is behavior. Boys are not as ready for school as girls just because of the way we grow, the way we mature, the way our brains work. Seventy-five percent of kids '}},
{ timecode: 2287, handler: 'blob', id: 177, data: {text: 'documented with LD are males. Seventy-six percent of students with emotional disturbance are males. Fifty-percent of culturally linguistically diverse students are males. So, what’s the trend here? '}},
{ timecode: 2307, handler: 'blob', id: 178, data: {text: 'Boys don’t do quite as well in school as girls. They get attention, but in a different way and it’s not the kind of attention we want them to have. Restrictive class placements; you know, I talked '}},
{ timecode: 2320, handler: 'blob', id: 179, data: {text: 'to you briefly before about a little bit about inclusion, a little bit about co-teaching, the fact is that restrictive placements are in existence all over this country. When the first IDEA came into '}},
{ timecode: 2332, handler: 'blob', id: 180, data: {text: 'place in the early ‘70s everybody focused on getting kids with special needs into schools. Nobody cared about where that was. So, if you came from a wealthy state like Maryland, we created a whole '}},
{ timecode: 2345, handler: 'blob', id: 181, data: {text: 'system. I won’t take credit, I wasn’t here then, they created a whole system of special centers. So, if you are a child with disability you’re very likely to go to a school where everybody else '}},
{ timecode: 2356, handler: 'blob', id: 182, data: {text: 'had a disability also. Chances of getting out of that school to a general ed school, zilcho. African American, Hispanic, Native American and ELL students with disabilities much more likely to be '}},
{ timecode: 2374, handler: 'blob', id: 183, data: {text: 'educated and segregated setting separate classrooms, if you look at the statistics, of all special ed students 55% of students who were white with a disability spent 80% of their time in a general ed '}},
{ timecode: 2391, handler: 'blob', id: 184, data: {text: 'classroom. Okay, 55% at 80% of their time. Thirty-three percent of African American students spent 80% of their time in general ed classrooms, one-third. Think about these implications for '}},
{ timecode: 2406, handler: 'blob', id: 185, data: {text: 'instruction. You know, what are these kids learning? So, one of the things that IDEA does is talk about not having these kinds of placements unless they can’t be educated somewhere else. Once again, '}},
{ timecode: 2419, handler: 'blob', id: 186, data: {text: 'subjective. If an IEP team says we can no longer educate Rosemary, and there may have been one that said that if there had been such a thing as an IEP team, I was quite a difficult student my '}},
{ timecode: 2429, handler: 'blob', id: 187, data: {text: 'understanding is, then the IEP team decision stands and I get to go somewhere else. The same happens with our kids. Someone says I can’t do it, not for one more minute, not for one more class, not '}},
{ timecode: 2441, handler: 'blob', id: 188, data: {text: 'for one more kind of strategy, I’ve tried everything I know and I am not getting anywhere fast with this child, he needs to go, and it’s most likely to be he needs to go. So, restrictive '}},
{ timecode: 2454, handler: 'blob', id: 189, data: {text: 'placements are not supposed to be there. We’re supposed to start every child out in a general ed setting, work our way towards more restrictive, there is a continue of service, but what we find is '}},
{ timecode: 2463, handler: 'blob', id: 190, data: {text: 'that many kids don’t start at this end. We think of it as a train. The train station along the line, you get on and off where you need to go. Most kids, every child is supposed to start here at the '}},
{ timecode: 2473, handler: 'blob', id: 191, data: {text: 'station and most kids don’t, they start in the middle or they start down here, which means they never got a chance to get off at any of those stops, which means we have limited the kinds of '}},
{ timecode: 2484, handler: 'blob', id: 192, data: {text: 'instruction that those children receive. Discipline; for over 30 years and this is embarrassing to me, because I’ve been a teacher for over 30 years, racial disproportionality in the application of '}},
{ timecode: 2497, handler: 'blob', id: 193, data: {text: 'disciplinary action, school discipline procedures has been documented. We know we do this and we continue to do this. So, everybody is trying to change it. That’s why the things that the Cadre has '}},
{ timecode: 2511, handler: 'blob', id: 194, data: {text: 'done, the things that NEA has done have always supported teachers in the classroom teaching the kids with the supports that are necessary for the child and the teacher. We think teachers are the '}},
{ timecode: 2523, handler: 'blob', id: 195, data: {text: 'answer. I think they are and I think NEA thinks so too. We need to change some of the ways we look at things and do things to give children this equal opportunity. Culturally linguistically diverse '}},
{ timecode: 2538, handler: 'blob', id: 196, data: {text: 'students have higher rates of office referrals, suspensions, and expulsions. So, right away you’re missing school. If you go to the office, you’re not in your classroom learning. If you’re '}},
{ timecode: 2549, handler: 'blob', id: 197, data: {text: 'expelled, you can’t come back to school. If you’re suspended in school or out of school, you are not getting that instruction. Also, suspension rates are highest for the lowest income African '}},
{ timecode: 2562, handler: 'blob', id: 198, data: {text: 'American males in special education. So, you remember we talked about all those factors. This is sort of a triple whammy that if you have each of these components you are much more likely to be '}},
{ timecode: 2574, handler: 'blob', id: 199, data: {text: 'suspended for longer periods of time and for lesser infractions. This is the next one, more severe punishment of African American males, much more likely to receive significantly more disciplinary, '}},
{ timecode: 2592, handler: 'blob', id: 200, data: {text: 'higher disciplinary rate than kids who are not African American. Sixty-seven percent more likely to be removed by a hearing officer as being dangerous to themselves and to others. Once again, '}},
{ timecode: 2606, handler: 'blob', id: 201, data: {text: 'objective or subjective? One person’ s opinion and our kids then get excluded from school and there is not a way in the world that a child can benefit from good instruction if they are not sitting '}},
{ timecode: 2618, handler: 'blob', id: 202, data: {text: 'in the seat. Why is disproportionality a concern? I’m hoping you figured it out as we’ve gone along. Please remember that inappropriate supports and services mean that kids are not getting what '}},
{ timecode: 2630, handler: 'blob', id: 203, data: {text: 'they need. If they are not having access to the general curriculum it means they’re not learning what everyone else is learning and are less likely to be able to return to the general ed curriculum '}},
{ timecode: 2639, handler: 'blob', id: 204, data: {text: 'and setting. When we have kids in special ed. and we’ve been told they can’t learn, we don’t expect them to achieve and the biggest gift we can give to every child in our classroom is the '}},
{ timecode: 2652, handler: 'blob', id: 205, data: {text: 'expectation that they will be highly successful. The worst gift we can give them is not expecting them to do more than what we think they should be able to do. Social stigma; as a special ed teacher '}},
{ timecode: 2664, handler: 'blob', id: 206, data: {text: 'you get the same stigma as the kids. I was out one time, I was doing inclusion training in my district and they got a substitute for me and the principal called and said, “She didn’t last four '}},
{ timecode: 2676, handler: 'blob', id: 207, data: {text: 'hours.” And I said, “Okay, I had five, six and seven year olds. There was nothing magical.” So he said, “I am going to be in your class tomorrow. Make sure you have a lesson plan.” I said, '}},
{ timecode: 2687, handler: 'blob', id: 208, data: {text: '“Lesson plans are there.” He went into my classroom, he called me that afternoon, he said, “You have to come back. He said I can’t do this.” And I said, “They’re great kids.” He said, '}},
{ timecode: 2696, handler: 'blob', id: 209, data: {text: '“I know, but I’m exhausted.” And I said, “That’s what it is.” He said, “Well, I have to apologize to you. When I told them to get you a sub for five days, they asked me what kind of a '}},
{ timecode: 2705, handler: 'blob', id: 210, data: {text: 'sub, and I said just someone that will keep them busy.” He said, “I realized when I went into your classroom that there is no way to do that unless you are providing good instruction.” So, I got '}},
{ timecode: 2716, handler: 'blob', id: 211, data: {text: 'a lot of value, but the stigma, I think, of other teachers is that you teach special ed because somehow you’re less better a teacher than someone who teaches third grade or teaches English. The '}},
{ timecode: 2726, handler: 'blob', id: 212, data: {text: 'stigma for children is the same. They ride in different buses. You know, if I’ve ever heard one more word about the short bus. You know, they have limited involvement, if they go on that bus they '}},
{ timecode: 2738, handler: 'blob', id: 213, data: {text: 'don’t get to stay after school for either drama or for sports or for any of those kinds of things. Lifelong impact; data shows that higher dropout, unemployment rates and increased incarceration are '}},
{ timecode: 2755, handler: 'blob', id: 214, data: {text: 'a fact of life for our kids who are disproportionately placed. They get the wrong education, not what they need. We have in the United States a formula where the legislators are looking to build '}},
{ timecode: 2772, handler: 'blob', id: 215, data: {text: 'prisons, the statistic they look at is the reading rate of third graders and based on the non-readers that’s how many prison beds they plan for. Third grade. What does that say? Daryl told me last '}},
{ timecode: 2787, handler: 'blob', id: 216, data: {text: 'night there was a term called “The cradle to prison pipeline” and that these kids are placed in it the day that they’re born. We continue to do that in school and eventually that is exactly what '}},
{ timecode: 2801, handler: 'blob', id: 217, data: {text: 'happens. You talk about a self-fulfilling prophecy. Of course that’s going to happen if you don’t provide the appropriate instruction. So, we are saying that we are in a position to do that for '}},
{ timecode: 2812, handler: 'blob', id: 218, data: {text: 'our youth and the last thing I’m going to talk about are some things that states are doing and then Daryl is going to talk to you about the kinds of instruction that we all can do that can make a '}},
{ timecode: 2823, handler: 'blob', id: 219, data: {text: 'difference. Louisiana has done two statewide summits on disproportionality. They have run national speakers as well as local folks. They have done district grants from the state to support local '}},
{ timecode: 2836, handler: 'blob', id: 220, data: {text: 'activities around disproportionality. While that may sound like a small thing, what it is, is way more than many states are doing. You know, we are focusing on four states. There are more than four '}},
{ timecode: 2848, handler: 'blob', id: 221, data: {text: 'states in this nation and some of them are doing things and some are not. Alabama redefined their whole eligibility criteria for learning disabled, mentally retarded, and gifted. Once again, the '}},
{ timecode: 2861, handler: 'blob', id: 222, data: {text: 'subjective pieces. They reevaluated every minority student who was determined to be mentally retarded and they made them do adaptive behavior instruments, because in that state they hadn’t done '}},
{ timecode: 2877, handler: 'blob', id: 223, data: {text: 'that. That really is the difference when you’re looking at mental retardation. The I.Q. is one thing, the adaptive behavior is really what tells you whether there is a mental retardation or not. '}},
{ timecode: 2889, handler: 'blob', id: 224, data: {text: 'They also have developed a student pre-referral form that includes a functional assessment of the classroom environment. So, we’re now going where the kids are learning, where they’re being taught '}},
{ timecode: 2901, handler: 'blob', id: 225, data: {text: 'and trying to figure out, what does that look like to be successful? Indiana; Daryl and I were very fortunate that we get to go to Indiana. We call it our road trip, we were sort of like the rock '}},
{ timecode: 2911, handler: 'blob', id: 226, data: {text: 'stars of disproportionality. The Cadre went, we did all over the state. We traveled back and forth in Indiana to four different places from right next to Chicago to way down, was is Louisville? I can '}},
{ timecode: 2927, handler: 'blob', id: 227, data: {text: 'never remember, I’m very bad a geography and math. They have this project between the Department of Education and the Indiana University and they have gone all over the state, they’ve been working '}},
{ timecode: 2938, handler: 'blob', id: 228, data: {text: 'for four years with districts based on data regarding disproportionality. They have three districts that are currently implementing a new approach to this, six that are in the planning stages. They '}},
{ timecode: 2951, handler: 'blob', id: 229, data: {text: 'have a pre-referral in intervention processing in four districts and they have a task force around parental involvement and achievement gap and instruction. So, they have taken all those pieces that '}},
{ timecode: 2962, handler: 'blob', id: 230, data: {text: 'we’ve talked about today, brought them together, got the best minds that they can think of and are working the classroom teachers and administrators who have a big deal. The last thing I’m going '}},
{ timecode: 2972, handler: 'blob', id: 231, data: {text: 'to talk about is Maryland. In Maryland, we found about 10 years ago, that our children in childcare were being suspended and expelled at the age of 3. That by three years old some kids had been in '}},
{ timecode: 2987, handler: 'blob', id: 232, data: {text: 'eight, eight childcare centers. Their parents either had to leave work or had to change their work schedules to accommodate having their child at home. It was not because they had a disability and it '}},
{ timecode: 3000, handler: 'blob', id: 233, data: {text: 'wasn’t for any reason except that their behavior was awful and the daycare/childcare providers couldn’t figure out what to do with them. So they threw them out. What we did is we did what we call '}},
{ timecode: 3012, handler: 'blob', id: 234, data: {text: 'the Early Childhood Mental Health Consultation Model. We have mental health consultants who are available to the childcare centers. They go in and they work with the providers to teach them how to '}},
{ timecode: 3025, handler: 'blob', id: 235, data: {text: 'deal with the behaviors. They do not provide direct instruction. What we found in an evaluation that was done for us by the Georgetown University was that 90% of the children in the childcare centers '}},
{ timecode: 3039, handler: 'blob', id: 236, data: {text: 'who were at risk for expulsion because of their behavior issues remained in their same childcare center for one, two, three, four years. So, it worked and what we are assuming, we know this, because '}},
{ timecode: 3053, handler: 'blob', id: 237, data: {text: 'we have a kindergarten assessment that looks at prior care and it includes these like childcare center, family childcare center, Head Start, relative care kind of thing, public preschool, private '}},
{ timecode: 3070, handler: 'blob', id: 238, data: {text: 'preschool. We can tell you based on their prior care how they achieve on the assessment. The teachers in kindergarten use those assessment results to inform their instruction and we now have enough '}},
{ timecode: 3081, handler: 'blob', id: 239, data: {text: 'data that we are looking at our third grade assessment and we are able to look at the prior care, the kindergarten assessment, the instruction that was provided and the results on the third grade '}},
{ timecode: 3092, handler: 'blob', id: 240, data: {text: 'test, and I venture to say that many of our kids, fewer of our kids than before have that reading level that is going to say that they get a bed in a prison, so each of these has impact.'}},
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