A	B	C	D	E	F	G	H	I	J	K	L	O	R
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		Aleta Smoot, Principal, Anca Wilson, Assistant Principal, Leadership Team
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 Program Enrollment
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:					Our enrollment data is disporportionately male. Our school is 52% male, however of our 24 enrolled HC students 20 are males
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?			We feel it would be more informative to look at students who are being referred for HC testing than look at the disproportionality of students who qualify. It is likely that we have a higher rate of boys enrolling in the program because we have a higher rate of being referred. If we can analyze the data and the referral stage rather than the enrollment stage we can be more proactive in closing the gaps
20	Where will we get it?			Rebecca Ballbach
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			Not with this limited data set
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									Teachers do not encourage
26		Issue 1					Root Cause:		Teachers do not encourage
27		Higher % of males qualify
28							Root Cause:
29				Cause 2:	Higher overall male population than female
30							Root Cause:
31
32
33
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:		Low parent referral rate from parents and staff of female students
37		Corrective Action:		Clear communication to all familes regarding HC testing information. Use the school's OTG process to identify every student for HC referral regardless of gender. Educate staff about the look-for's of HC students as this nmay present differently in male and female students. Encourage staff to have individual conversations with parents of female students to encourage referral to further testing.
38
39
40
41
42			Root Cause:
43			Corrective Action:
44
45
46
47			Root Cause:
48			Corrective Action:
49
50
51

Back to top

---