	A	B	C	D	E	G
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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:				Elizabeth Kelley, Winter Graham, Heather Kearsley
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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		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:		Seven students are enrolled in highly capable this year. This is an increase from four last year. However, because the number remains so low, it's difficult to determine statistical significance for each student subgroup.Of note is that FRL students are the most underrepresented. It makes more sense that SWD and EL would be underrepresented, as they are not going to have the above grade level performance needed for high cap. For race/ethnicity, Asian and black students are overrepresented and Hispanic are underrepresented.
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 analyze the statistics of those who tested for high cap vs. those who qualified/enrolled.
20	Where will we get it?			Becky Ballbach's office could supply this.
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		The fact that this is a parent opt-in program (for testing and then enrollment) is a potential issue.
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:
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28						Root Cause:
29				Cause 2:		Root Cause:
30						Root Cause:
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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.
35		Example:
36		Root Cause:		Parent opt-in program / language barriers
37		Corrective Action:		The district could choose to screen all students in grades other than just first grade.
38				We can do more (with district support) to push the program with families -- this includes more languages than the four other than English currently listed on the district website. Fall conferences would be a good time to do this.
39				Stop testing on Saturday! More than one student/family has reported that they chose not to participate because it was on a weekend. Please go back to testing in schools during the day!
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42			Root Cause:	Lack of communication to FRL families
43			Corrective Action:	Some of the same corrective actions as above. More specifically target FRL families. With communication.
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47			Root Cause:
48			Corrective Action:
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53			Root Cause:
54			Corrective Action:
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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.		Next year, we can include a bigger push to provide HiCap testing to families in more language (assuming there is district support for this). The district HiCap website currently has info in English and four other languages -- more is needed. We also recommend a return to testing at schools rather than on Saturday.
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70		Strategies to improve proportionality included in school improvement plans:		We can add an increase in family communication specific to high-cap testing to our equitable opportunities SIP section.
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
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:				Elizabeth Kelley, Winter Graham, Heather Kearsley
13
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		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:		Six students were subject to out-of-school exclusion, and 10 to in-school exclusion. Because the numbers are so small, it is difficult to discern statistical signifcance for student subgroups. For out-of-school, the main finding is that all 6 students were boys. For in-school, 9 out of 10 were also boys. In both cases, SWD were overrepresented by a wide margin.
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 is helpful to know the individual student situations.
20	Where will we get it?			Our copies of paperwork/eSchools records.
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		There was overlap for three of the in-school students -- meaning they were also out-of-school excluded. All three with overlap were ultimately moved to DK and Achieve programs. Two out of the three had behavior so unsafe, they were emergency expelled. For the other out-of-school exclusions, one involved a threat with a weapon (EEX), the other involved an unsafe act off-site during a camp program that prohibited the student from being able to stay with peers, and the third was a student who could not be de-escalated, so he had to be sent home rather than staying in school. For the other seven students who experienced classroom exclusions, all but one are now receiving Tier 2 or Tier 3 supports to prevent additional exculsionary discipline.
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
28						Root Cause:
29				Cause 2:		Root Cause:
30						Root Cause:
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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.
35		Example:
36		Root Cause:		Length of SPED evalaution process and lack of supports while in process
37		Corrective Action:		The district could increase psychologist FTE to allow for faster testing.
38				The district could provide para support during the testing proess so that a student likely headed to Achieve can have a modified schedule and supports in place to prevent escalations in gen-ed.
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42			Root Cause:	Difficulty handling behavior more common among boys
43			Corrective Action:	Equip staff with training on additional strategies for managing behavior and for de-escalating students; strengthen Tier 2 and Tier 3 intervention systems.
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47			Root Cause:	Lack of a focus on social/emotional skills
48			Corrective Action:	All teachers need to be teaching Second Step curriculum
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53			Root Cause:
54			Corrective Action:
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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.		Same as below and above -- our Tier 2 team meets weekley to identify and monitor students for interventions. We are starting to look at Tier 3 students as well, especially those who do not qualify for SPED behavior/social services. Our school Tier 1 team continues to analyze data and monitor what supports/training teachers may need.
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70		Strategies to improve proportionality included in school improvement plans:		Strengthen Tier 1 instruction in behavior/social skills through Second Step curriculum; fully implement Tier 2 intervention system
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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