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Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education

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Title: Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education
Language: English
Authors: Alexandra Aylward (ORCID 0000-0003-1321-6778), Randall Owen, David Frydman, Ashley Greenwald, Ruby Batz
Source: Journal of Cases in Educational Leadership. 2024 27(4):10-19.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Early Intervention, Financial Support, Disproportionate Representation, Racial Differences, Special Education, Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities, Principals, Barriers, Elementary Schools, Learning Activities, Discussion (Teaching Technique), Academic Achievement, Behavior Problems, Student Behavior
Geographic Terms: Nevada
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act Part B
DOI: 10.1177/15554589241288893
ISSN: 1555-4589
Abstract: In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448868
Database: ERIC
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  Data: Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Aylward%22">Alexandra Aylward</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1321-6778">0000-0003-1321-6778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Randall+Owen%22">Randall Owen</searchLink><br /><searchLink fieldCode="AR" term="%22David+Frydman%22">David Frydman</searchLink><br /><searchLink fieldCode="AR" term="%22Ashley+Greenwald%22">Ashley Greenwald</searchLink><br /><searchLink fieldCode="AR" term="%22Ruby+Batz%22">Ruby Batz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Cases+in+Educational+Leadership%22"><i>Journal of Cases in Educational Leadership</i></searchLink>. 2024 27(4):10-19.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Nevada%22">Nevada</searchLink>
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  Data: In this article, we explore how educational leadership, administration, and special education students can effectively use Coordinated Early Intervening Services (34 CFR §300.226) funding. These funds, available under IDEA Part B, aim to address racial disproportionalities in educational opportunities. Through a case study, we examine how a school principal navigates the complexities of using IDEA Part B funds for academic and behavioral support services. It highlights the challenges school leaders face and suggests activities to help educators address the root causes of racial/ethnic disproportionality in student identification, placement, and disciplinary actions.
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  Data: 2024
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  Data: EJ1448868
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        Value: 10.1177/15554589241288893
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      – Text: English
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        PageCount: 10
        StartPage: 10
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      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Principals
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Learning Activities
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      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Nevada
        Type: general
      – SubjectFull: Individuals with Disabilities Education Act Part B
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    Titles:
      – TitleFull: Using Early Intervening Services Funds to Reduce Racial Disproportionality in Special Education
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              M: 12
              Type: published
              Y: 2024
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              Value: 1555-4589
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