A	B	C	D	E	F	G	H	I	J	K	L	O	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:
13		School 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		Exclusionary 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:		EL and FRL students students are overrrepresented. Studetns of 2 or more races are also overrepresented.
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?		Continue to review SWIS data and school think time records
20	Where will we get it?		our SWIS system
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? - We need to ensure we are providing adequate social emotional learning opportunites to students needing additional supports.
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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									We have students needing special behavioral supports
26		Issue 1					Root Cause:		We have students needing special behavioral supports
27		Several subgroups of students are being excluded disproportionately
28							Root Cause:
29				Cause 2:		social emotional education
30							Root Cause:		lack of resources in school to support all counseling needs
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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:
36		Root Cause:		We have a number of student needing behavioral supports
37		Corrective Action:		Provide extra behaviioral supports for students if possible - to help craft sutdent plans for behavioral support
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42			Root Cause:	Students lack outside counseling support
43			Corrective Action:	partnerships with outside therapists to support students and families
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47			Root Cause:	Our school has limited resources to support social emotional needs
48			Corrective Action:	Provide more staff resources to support students in our schools needing extra support
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