A	B	C	D	E	F	G	H	I	J	K	L	M	N	O	P	Q	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:				Tony Wentworth, Christine Vo, Linda Mckinnon, Katie Finley,							Candace Hall, Dawn Browne
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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 Data, Exclusionary Discipline Data
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: Exclusionary Discipline - Male students 100% overrepresented
18	Preliminary findings:				Highly Capable - FRL students 16.5% under represented, Hispanic sutdents 15.2% underrepresented, White students 23.3% overrepresented
19		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
20	Additional data needed?
21	Where will we get it?
22		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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24		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.
25		Example:					Root Cause:
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27		Issue 1					Root Cause:
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29							Root Cause:
30				Cause 2:
31							Root Cause:
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35		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.
36		Example:
37		Root Cause:
38		Corrective Action:
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43			Root Cause:
44			Corrective Action:
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49			Corrective Action:
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