A	B	C	D	E	F	G	H	I	J	K	L	M	N	O	P	Q	R	S
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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:				Matt Bennett, Kalle Spear, Jocelyn Smith, Ryan Miller, Jessen Schilaty
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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		Middle school advanced courses
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:			All special programs are underrepresented in Coordinate Science, as are black, Hispanic, and two or more races. All special programs are underrepresented in Algebra 1 and English 1, as well as black, Hispanic, white, and two or more races.
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?			Course selection materials - presentations, flyers, etc.
20	Where will we get it?			Counselors, office manager
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		Baseline testing to qualify for Coordinated Science could skew results, Highly-Capable enrollees dominate advanced ELA and math pathways.
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.
24		Example:					Root Cause:
25									Lack of communication of enrollment populations to teachers
26		Issue 1					Root Cause:		Lack of communication of enrollment populations to teachers
27		Coordinated science enrollment
28							Root Cause:
29				Cause 2:	Student self-selection
30							Root Cause:		Registation process does not account for student interests and aptitude
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33		Example:					Root Cause:
34									Need to encourage student growth mindset as students enter
35		Issue 1					Root Cause:		Need to encourage student growth mindset as students enter
36		ELA/Math enrollment
37							Root Cause:
38				Cause 2:	Student self-selection
39							Root Cause:		Lack of communication of enrollment populations to teachers
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42		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.
43		Example:
44		Root Cause:		Lack of communication of enrollment populations to teachers/staff									Root Cause:	Lack of early access to accelerated programs
45		Corrective Action:		Provide disaggregated data to teachers, counselors, and staff involved									Corrective Action:	Engage students and parents in conversations about interests in the 5th
46				in the registration processes in the spring during registration and after.										grade transition meetings. Gather data on incoming 5th graders after
47														enrollment, prior to the end of the school year to engage families who
48														did not select advanced pathways.
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50			Root Cause:	Student test fatigue in the spring									Root Cause:	Need to encourage student growth minset as students enter
51			Corrective Action:	Remove entrance exam for Coordinated Science									Corrective Action:	Leverage 5th grade parent meeting to explain pathways including
52														middle school and high school, Advanced Placement offererings,

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