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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:				Principal, counselor, grade level representatives, special eduation teacher, math and reading coaches
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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		Elementary 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:	Female students make up almost half the school popluation but only one female student is represented in the HC program	Only one student from our special programs is represented (EL student)
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? Based on the preliminary findings, additional data is helpful to know if students qualifying received some sort of formal preschool before kindergarten; if they were screened for LEAP before they took the CoGAT; how are teachers using the preliminary data within their instruction.
19	Additional data needed?	How many other students qulaified but chose to stay at Monroe?	How many other students were selected for the next level of testing but did not show up on testing days?
20	Where will we get it?	Highly Capable office
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?
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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						Root Cause:	Lack of promotion/knowledge of program to families
26		Issue 1				Root Cause:	Lack of promotion/knowledge of program to families
27		Small number of students in Hi-Cap
28						Root Cause:
29				Cause 2:	Students do not go to the program if they qualify	Root Cause:
30						Root Cause:	Parents may not fully understand program
31						Root Cause:
32						Root Cause:	Separating student from friend group or home school
33		Issue 1				Root Cause:	Separating student from friend group or home school
34		Parents opt to keep student at home school
35						Root Cause:
36				Cause 2:	Transportation challenges	Root Cause:
37						Root Cause:	Multiple students in multiple buidlings
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42			Root Cause:	Low attendance on testing day
43			Corrective Action:	Create a Monroe-family specific info night for parents/families to better understand the program
44				Do not hold the test on a weekend to ensure all students, identified in the screener or not, have access to the test.
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47			Root Cause:	Families choose to stay at Monroe rather than move schools
48			Corrective Action:	Hold individual meetings with families so they can understand the program offerings and answer specific questions
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53			Root Cause:	Families may be unaware of further testing options after the first grade screener.
54			Corrective Action:	Provide multiple opportunities for families to learn how to refer their student or when the other opportunites for testing are in the school year.
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60		8. Develop an implementation plan. Establish measurement and evidence of success after making for corrective actions. Discuss who will be responsible, the resources needed, evidence of implementation, a prompt timeline, how success will be monitored, and the intended result. These strategies might already exist in school improvement plans, or be added.
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70		As we begin to plan for and write the 2019-20 School Improvement Plan, the adminsitratation will be responsible for gathering the necessary resources or professional development courses for staff to address some components of the disporportionality; teachers and the Instructional Leadership Team will be responsible for monitoring the number of students qualifying for Highly Capable either through screeners or the tests and working in a partnership with parents to remove barriers or unknowns. Since the screeners happen in mid-fall of each new school year, the timeline development would be approximately October-January.
71		Additional Resources
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73	●	Prohibiting Discrimination in Washington Public Schools: Counseling and Guidance Services, Office of the Superintendent of Public Instruction, Equity & Civil Rights Office (2012). Available online at: www.k12.wa.us/Equity/ProhibitingDiscrimination.aspx
74	●	● The Guidance Counselor's Role in Ensuring Equal Educational Opportunity, U.S. Dept. of Edu. Office for Civil Rights (1991). Available online at: www2.ed.gov/about/offices/list/ocr/docs/hq43ef.html
75	●	● Guidance on the Voluntary Use of Race to Achieve Diversity and Avoid Racial Isolation in the Elementary and Secondary Schools, U.S. Dept. of Justice & U.S. Dept. of Edu. (1991). Available online at: www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.pdf
76	●	● Dear Colleague Letter: Title VI Access to AP Courses, U.S. Dept. of Edu. Office for Civil Rights (2008). Available online at: www2.ed.gov/about/offices/list/ocr/letters/colleague-20080522.html.
77	●	● Dear Colleague Letter: Access by Students with Disabilities to Accelerated Programs, U.S. Dept. of Edu. Office for Civil Rights (2007). Available online at: www2.ed.gov/about/offices/list/ocr/letters/colleague-20071226.html
78	●	●Encouraging Girls in Math and Science: Institute of Education Sciences Practice Guide, U.S. Dept. of Edu. (2007). Available online at: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20072003.pdf.
79	●	Civil Rights Data Collection: College & Career Readiness, U.S. Dept. of Edu. (2011). Available online at: http://ocrdata.ed.gov.
80	●	CTE Clearinghouse: Recruitment and Retention of Students to Non-Traditional Fields, Association for Career and Technical Education. Available online at: https://www.acteonline.org/general.aspx?id=1681#.V8obhmxTFPY.
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	A	B	C	D	E	G	I
1
2
3		Course / Program Enrollment & Discipline: Analysis
4
5		Analysis Overview: WAC 392-190-010
6
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.
9
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		Principal, counselor, grade level representatives, special eduation teacher, math and reading coaches
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		Elementary exclusionary discipline
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:	Hispanic students make up 60% of students excluded from school but only make up 17.4% of school population.	More boys than girls were suspended from school
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?	Ages of students (did they have preschool or not?); how intentional was the teaching of school expecatations with the kindergarten students; what behavior interventions were tried before the discipline?
20	Where will we get it?	WaKids meetings, ECAP Teams, preschool teams, school-to-school conversations,
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		Two of the students qualified for a self-contained special eduation program; one student qualified for behavior support through the Resource Room; one student begain receiving mental health services
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						Root Cause:
26		Issue 1				Root Cause:
27		The students excluded were Hispanic, Black, and Two or More Races
28						Root Cause:
29				Cause 2:		Root Cause:
30						Root Cause:
31						Root Cause:
32						Root Cause:	Emotional maturity in boys tends to be lower than in girls
33		Issue 1				Root Cause:	Emotional maturity in boys tends to be lower than in girls
34		More boys were excluded than girls
35						Root Cause:
36				Cause 2:	Behavior from boys was more extreme than girls.	Root Cause:
37						Root Cause:
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42			Root Cause:	Students are not coming to school with strategies or skills to help them cope with the expecations of a full school day, new peers, new adults, and are experiencing heavy emotions. More students are experiencing trauma, which impacts emotional regulation during the school day.
43			Corrective Action:	Provide more emotional regulation support to incoming kindergarten students to mitigate problem behavior.
44				Transitional kindergarten program is available to some students to help prepare them for school environment and expectations.
45			Continue to strengthen our PBIS systems and structures to promote de-escalation and resetting techniques to students and teachers.
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47			Root Cause:	Ensure accurate placements occur for students entering kindergarten (riser process).
48			Corrective Action:	Collaborate with the preschool team to ensure students are placed in the correct setting to avoid discipline when they exhibit unsafe behavior.
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53			Root Cause:	Implicit bias of staff affect our students of color.
54			Corrective Action:	Professional development on culturally responsive practices for all staff.
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60		8. Develop an implementation plan. Establish measurement and evidence of success after making for corrective actions. Discuss who will be responsible, the resources needed, evidence of implementation, a prompt timeline, how success will be monitored, and the intended result. These strategies might already exist in school improvement plans, or be added.
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70		Strategies to improve proportionality included in school improvement plans: Continue to examine data we gather through our SWIS program to pinpoint areas around the school that may be causing studentst the most trouble (i.e. playground) and create proactive action plans to teach students before behaviors escalate. Additioanlly, the staff will receive more training on functions of behavior and learn strategies that can mitigate escalations and also to dig deeper into the why behind student actions. By closely watching our behavior referral rates, the goal is to completely eliminate exclusionary practices altogether.
71		Additional Resources
72
73	●	Prohibiting Discrimination in Washington Public Schools: Counseling and Guidance Services, Office of the Superintendent of Public Instruction, Equity & Civil Rights Office (2012). Available online at: www.k12.wa.us/Equity/ProhibitingDiscrimination.aspx
74	●	● The Guidance Counselor's Role in Ensuring Equal Educational Opportunity, U.S. Dept. of Edu. Office for Civil Rights (1991). Available online at: www2.ed.gov/about/offices/list/ocr/docs/hq43ef.html
75	●	● Guidance on the Voluntary Use of Race to Achieve Diversity and Avoid Racial Isolation in the Elementary and Secondary Schools, U.S. Dept. of Justice & U.S. Dept. of Edu. (1991). Available online at: www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.pdf
76	●	● Dear Colleague Letter: Title VI Access to AP Courses, U.S. Dept. of Edu. Office for Civil Rights (2008). Available online at: www2.ed.gov/about/offices/list/ocr/letters/colleague-20080522.html.
77	●	● Dear Colleague Letter: Access by Students with Disabilities to Accelerated Programs, U.S. Dept. of Edu. Office for Civil Rights (2007). Available online at: www2.ed.gov/about/offices/list/ocr/letters/colleague-20071226.html
78	●	●Encouraging Girls in Math and Science: Institute of Education Sciences Practice Guide, U.S. Dept. of Edu. (2007). Available online at: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20072003.pdf.
79	●	Civil Rights Data Collection: College & Career Readiness, U.S. Dept. of Edu. (2011). Available online at: http://ocrdata.ed.gov.
80	●	CTE Clearinghouse: Recruitment and Retention of Students to Non-Traditional Fields, Association for Career and Technical Education. Available online at: https://www.acteonline.org/general.aspx?id=1681#.V8obhmxTFPY.
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