A	B	C	D	E	F	G	H	I	J	K	L	O	R
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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		Dawn Weddle,Principal; Jessica Corneille,Assistant Principal; Miranda Mahorney, Counselor; Bryan Blair, Admin Para; Colleen Williams, Math Coach
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		Discipline and HiCap
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:	Discipline Disproportionality: We are overrepresented in males and SWD, black and white students. HiCap Disproportionality: We are unrepresented in EL, SWD, and FRL. The balance of gender is not significant. For example it shows we are overrepreenting Asian students, however only 1 student is within that particular count.
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?	Discipline - no additional data needed. HiCap program enrollment number represents what? Students identified as HiCap or students that has been identified from our building but is now in a HiCap program
20	Where will we get it?
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		Discipline- SWD category may include students with behavior IEPs. HiCap- No
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									Different langauges
26		Issue 1					Root Cause:		Different langauges
27		Disportinality of FRL and EL students identified in HiCap program
28							Root Cause:
29				Cause 2:	Communication of program
30							Root Cause:		Langauge barriers..Clear communication for parents
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32	Example:					Root Cause:
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34	Issue 1					Root Cause:
35	We are overrepresented in males and SWD, black and white students.
36						Root Cause:
37			Cause 2:
38						Root Cause:
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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:		Standarized test…limted choice of assesments
45		Corrective Action:		Identify FRL and EL
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50			Root Cause:	Standardized test... unavailable in many languages
51			Corrective Action:	Have assessments translated into languages of all students who may take the test
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