1. Analysis Protocol
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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: Kevin Allen, Jana Eggers, Morgan Wolff, Linda Jones, Karen Maguigad, Kathy Mullarky, Tandi Sadowsky        
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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  Advanced Courses Discipline        
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: Preliminary findings:Advanced Courses: Our Special Program students and non-white or non-Asian students are under underrepresented in these courses Excllusionary Discipline: Our Special Program students and our non-white or non-Asian students are overrepresented in inschool and out of school exclusions
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?  No        
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  These are the key areas       
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.         
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Root Cause:		        
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26  Issue 1 Root Cause:        
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Root Cause:		        
29  Cause 2:        
30  Root Cause:        
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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.         
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36  Root Cause: Awareness of under represented groups        
37  Corrective Action: work with students and families to raise awareness   
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42  Root Cause: staff awareness of who can access / be successful in adv. Class        
43  Corrective Action: Educate staff on qualities of students who can be successful        
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47  Root Cause: Lack of Culturally Responsive teaching/discipline        
48  Corrective Action: Provide training to staff        
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53  Root Cause: Discipline practices        
54  Corrective Action: Review and teach PBIS practices and principles        
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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  Strategies to improve proportionality included in school improvement plans: Review academic history of under-represented groups and work with parents and students to place them in accelerated courses Place underrepresented students in advance classes when their data shows an ability to be successful. Measurement - reduced disproportionality. Discipline: Make staff aware of disproportionality of discipline each month. Provide training on CRT and PBIS. Measurement: Reduction in overrepresentation of special program students and overrepresented populations.        
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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