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3		Course / Program Enrollment & Discipline: Analysis
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5		Analysis Overview: WAC 392-190-010
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7		In reviewing its data, the school district must determine whether a substantially disproportionate number of students in a protected class are enrolled (or not enrolled) in a particular course or program. Where a school district finds that a particular course or program contains a substantially disproportionate number of students who are members of any one of the categories identified, the district must take prompt action to ensure that the disproportion is not the result of discrimination, including in:
8			(a) The identification and selection of students; (b) Course and program enrollment criteria; (c) Tests and appraisal instruments; (d) Academic, career, and vocational guidance materials; (e) Work/study programs and opportunities; (f) Educational scheduling or placement; and (g) Other factors related to course and program enrollment.
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10		Convene a Team: Identifying Potential Disparities
11		1. Organize a team and establish team member duties. Common team members include: principals, teacher leaders, counselor or school psychologist, etc. Disaggregated data will be provided centrally, and district staff will be available for consultation.
12	Staff members included in analysis:
13		Adminstrators and teachers on HILT.
14		2. List all programs (or discipline areas) reviewed, but analyze one area at a time with this protocol (e.g., elementary highly capable program enrollment OR middle school advanced courses OR elementary school exclusionary discipline (suspensions, expulsions).
15		Highly Capable
16		3. Conduct data analysis to note all preliminary findings and identified disparity issues. Examine and discuss the data; look objectively for patterns, trends, and variability; and brainstorm. Note preliminary findings. E.g., Hispanic students comprise 21% of our student body, but only represent 11% our highly capable students.
17	Preliminary findings:		Hawthorne has 616 students total; 322 Males and 294 Female. Only two students qualified for the Highly capable program this year, and both were female. This creates a disproportionality of 1 student overrepresented (the female) and 1 underprepresented (the male). The data indicate that Hawthorne is underrepresented in SWD, EL, and FRL. Additionally, no ethnicities besides white and asian are participating in the program this year. Hawthorne has a diverse student body - 54.7% of students belong to groups other than white or asian.
18		4. Determine if any additional data (qualitative or quantitative) are needed to answer questions raised by the preliminary findings. If so, where are these data located? For example, ways students learn about advanced courses at the secondary level; ways students are apprised of school expectations; tools used to communicate highly capable program specifications
19	Additional data needed?		It would be helpful to have data on the number of 1st grade students were screened in to participate in the HC testing. We would also like to analyze the number of 1st grade Hawthorne students that did not participate in the testing when they were screened in and invited to test. Additionally, data on the number of students grades 2-4 that were tested via parent request or teacher recommendation.
20	Where will we get it?		Director of Student Services, Becky Ballbach
21		5. After discussing the preliminary findings and reviewing any additional data, are there any additional findings and disparity issues the school and district can identify?
22		Yes, more students of color and EL and FRL need to be identified to participate.
23		6. For each disparity issue or finding, identify causes and root causes. Consider the systematic causes of disparities in course and program enrollment, and student discipline, and why they occur. Focus on one issue at a time. Click red tab above for more information about identifying root causes.
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25									Low number of El students referred to test
26		Issue 1					Root Cause:		Low number of El students referred to test
27		Low number of HAW students in the HC program.
28							Root Cause:
29				Cause 2:	Low number of students of color in Hc program
30							Root Cause:		School staff do not advocate enough for students to participate because of biases
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34		7. For each root cause, identify a corrective action to eliminate disparities. Focus corrective action on ways to dissolve the root rather than "patching up" a cause that yields disparities. In selecting a strategy, consider how the strategy will help, if the strategy is appropriate and feasible, and if it is supported by evidence-based research. Issue: Low number of HAW students in the HC program. Cause 1: Low number of EL students in HC program. Root Cause: Low number of EL students screened to test. Root cause: Low number of El students referred to test by parents and teachers. Cause 2: Low number of students of color in the HC program. Root cause: Parents do not have clear understanding of the HC benefits and their right, and therefore do not bring them to testing nor advocate for their inclusion. Root cause: School staff do not advocate enough for students to participate because of biases.
35		Example:
36		Root Cause:		Low number of EL students qualified by screen to HC test
37		Corrective Action:		Instructional coaches identify the EL students who have level 3 or 4 WELPA scores who can be considered for HC. Provide more exposure to test items comparable to the HC testing, for those students.
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42			Root Cause:	Low number of El students referred to test by parents and teachers
43			Corrective Action:	Increase parent education around highly capable program by holding information sessions at the school, with interpreters available. Classroom teachers encourage participation in HC program and testing by including information about the program and the testing in their newsletters.
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47			Root Cause:	Parents do not have clear understanding of the HC benefits and their rights, and therefore do not bring them to testing nor advocate for their inclusion
48			Corrective Action:	Beginning early in the school year, increase parent education around highly capable program and its benefits to their child by holding information sessions at the school, with interpreters available. Classroom teachers encourage participation in HC program and testing by including information about the program and the testing in their newsletters.
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