	A	B	C	D	E	L	M	N	P
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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		Building leadership team, January 2020
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 qualification
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:	When we analyzed our data, we only had 5 HICAP students from our building being served at HICAP. These numbers make it difficult to draw conclusions, and difficult to really consider the racial or program equity.
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?
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		We are concerned with the overall low numbers of our students who are represented in HICAP. Because so many of our students enter Kindergarten behind students from other schools without high poverty, they do not pass the screener or the HICAP test, even though they may be quite intelligent. We also think there are barriers in the process to getting your child tested: the fact that students have to be tested at View Ridge, on a Saturday, and parents have to bring them is a barrier. Another barrier is the fact that the paperwork has to go straight to the district. We have been instructed NOT to take the paperwork for parents, which we feel strongly is a barrier to our population.
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:					Example:
25							Issue 1
26		Issue 1					Issue 1
27		Kinder students enter unprepared					Testing is process is a barrier
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29				Cause 2:	many students do not attend a pre-school program				Parents are not allowed to turn in paperwork at school
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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:				Example:
36		Cause #1		Poverty students come to school with much less foundation that non-poverty students		Cause #1		The testing process/paperwork handling presents barriers to our families.
37		Corrective Action:		Early Learning is helping by implementing Transitional Kinder.		Corrective Action:		testing should be during the day, at home school
38								Paperwork should be accepted at the school level.
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42			Cause #2	many students do not attend a pre-school program, meaning even if they are not FRL they may not get the preparation with letters, sounds and reading that they need
43			Corrective Action:	Early Learning is helping by implementing Transitional Kinder.
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48			Corrective Action:				Corrective Action:
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53			Root Cause:	Root Cause:
54			Corrective Action:	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.
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70		This issue is really a systemic, community wide issue that we feel cannot be addressed by the school building leadership team. We need a multi-agency approach to this problem.
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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