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The State's definition of significant discrepancy is the number of districts with five times the State's rate of suspension and expulsion for more than 10 days for students with IEPs divided by the number of districts that met the "n" size of 30 multiplied by 100. Districts who meet the criteria of "n" and "cell" size requirements and have a discrepancy rate of five times the state average for two consecutive years are found to have a significant discrepancy.
Because of the data lag required for indicator 4 reporting, data reported here are reviewed for the 2019-2020 and 2020-2021 school years. The 2019-2020 school year average for suspension or expulsion for greater than 10 days for all students at 0.0034%. Districts that suspended students with disabilities at five times this rate, 0.017%, were found to have a discrepancy in that year. For 2020-2021 school year, the overall State average for suspension or expulsion for greater than 10 days for all students was 0.00055%. Districts that suspended students with disabilities at five times this rate, 0.00275, were found to have a discrepancy in that year. Districts meeting these criteria for both SY19-20 and SY20-21 (two consecutive years) were identified as having a significant discrepancy.
Districts identified with significant discrepancy must submit policies, practices and procedures (PPPs) for review to the Massachusetts Department of Elementary and Secondary Education (the Department). The Department verifies compliance of district PPPs through its monitoring review process, including special education monitoring criteria that addresses targeted focus areas related to student discipline. In its review of PPPs, the Department has typically not found PPPs to be out of compliance for any districts. If any deficiencies are found in the PPPs, they must be corrected by the district within one year from date of notification and the LEA must submit evidence of the corrections to the Department for verification.
The Department supports these districts participation through a Professional Learning Network (targeted assistance conversations with staff from the Department's Offices of Student and Family Support, Special Education Planning and Policy, and Charter Schools and School Redesign). This engagement includes discussion of district-specific data, and challenges they are facing related to student discipline practice as well as information about successful strategies that other districts have implemented related to student discipline.
Indicator 4 PowerPoint (Coming Soon)
The State's definition of significant discrepancy in the rate of suspensions and expulsions (for greater than 10 days in a school year) of students with IEPs who are members of a specific racial/ethnic group is a suspension/ expulsion rate of five times the state rate for all students for three consecutive years. Districts who meet the criteria of "n" and "cell" size requirements and have a discrepancy rate of five times the state average for two consecutive years are found to have a significant discrepancy.
During FFY 2020 the state rate of all students statewide who were suspended or expelled for greater than 10 days is 0.00055; five times the state rate is 0.00275. Therefore, LEAs meeting the State's definition of significant discrepancy if they:
Districts identified with significant discrepancy must submit PPPs for review to the Department. The Department reviews PPPs. If any deficiencies are found in the PPPs, they must be corrected by the district within one year from date of notification and the district must submit evidence of the corrections to the DESE for verification.
Identified districts are encouraged to participate in professional learning. This engagement includes
Indicator 4 PowerPoint
Last Updated: January 17, 2023
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