A	B	C	D	E	F	G	H	I	J	K	L
1	Course/Program Enrollment & Discipline: Analysis
2
3	1. Organize a team and establish team member duties. Common team members include.:principals, teacher leaders, counselor or school psychologist, ect. Disaggregated data will be provided centrally, and district staff will be available for consultation.
4
5	Staff members:
6	Kathleen Stilwell
7	Brent Radcliff
8	Barb Dubin
9	Kate Jaton
10	Monica Wagenhoffer
11	Kris Green
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13	2. List all programs (or discipline areas) reviewd, but analyze one area at a time with this protocol (e.g. elemntary highly capable program enrollment OR middle school advanced courses OR elementary school exclusionary discipline suspensions, expulsions).
14
15	Discipline
16	Highly Capable
17	3. Conduct data analysis to not all prelimainarty findings and identified disparity issues. Examine and discuss the data; look objectively for patterns, trends, and variability; and brainstorm.
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19
20	Preliminary findings:
21	Discipline data - in looking at the data is it clear that boys make up for the majority, if not all, of the in-house and out of school exclusions. Upon futher analysis, our students with disabilities are overrepresented with 10% between the total and action students.
22	Highly Capable - with a school enrollment of 471 and only one student in this program, it is evident that only a small percentage of students are participating in this program.
23
24	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 speciafications.
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26	No other data needed
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28	5. Afer 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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30	There are not other findings or disarity issues.
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32	6. For each disparity issue or finding, identify causes and root causes. Consider the systematic cuses of disparities in course and program enrollment, and student disciline, and why the occur. Focus on one issue at a time.
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34											Root Cause: Lack of emotional self
35	School exclusion (suspension) of Boys					Cause 1:	Physical altercations				awareness of feeling (riggers)
36											Root Cause: Inability to use calming
37											strategies as student esculates
38
39											Root Cause: Lack of communication
40	School Exculsion (suspension) of SWD					Cause 1:	Delay in development of				skills
41							behavior management skills				Root Cause: Lack of emotional self
42											awareness of feelings (triggers)
43
44											Root Cause: Lack of knowledge
45	Low number of students in HC program					Cause 1: Teachers not nominating a
46							high number of students				Root Cause: Lack of communication
47
48											Root Cause: Lack of knowledge
49						Cause 2: Parents not nominating
50							their child/ren				Root Cause: Lack of communication

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