National ESEA Conference Kansas City, MO January 30, 2019 Equity, Inclusion, and Opportunity: Addressing Success Gaps in Our Schools and Districts National ESEA Conference Kansas City, MO January 30, 2019

Presenters Tom Munk, IDEA Data Center Laura Jurgensen, Kansas State Department of Education Jennifer Martin, Kansas City, Kansas Public Schools (KCKPS) Tom has done work like this in Kansas, New Jersey, Kentucky, Virginia, and other states.

Conference Theme Helping classroom, building, district, and state leaders to integrate, innovate, and collaborate in ways that seek and yield better results for the students they serve.

We will… …describe how a general education/special education collaborative planning team in Kansas City, Kansas used IDC’s freely available online Success Gaps Toolkit to identify factors contributing to the disproportionate suspension of African- American students with disabilities and design an action plan to address the identified factors …help you, at your tables, experience the Success Gaps process by playing the roles of leaders in a district that is experiencing test score, graduation, discipline, and attendance “Success Gaps” for its migrant, Hispanic, and rural students

The Success Gaps Process Identify “success gaps” Build a team Identify root causes Create action plans Implement the action plans Use local data to identify groups of students who experience educational “success gaps” in areas such as attendance, graduation, test scores, discipline, and class placement. Build a team of educators, parents, students as appropriate, and community members focused on the groups experiencing the gaps; school or district leaders capable of implementing change; and data experts. Use local data to identify root causes that promote or —if absent—detract from equity, inclusion, and opportunity for all students. Create action plans to address identified negative factors. Implement the action plans over time, with structures in place to maintain a focus on data and the groups affected by success gaps.

Step 1 Identify Success Gaps

What Is a Success Gap? A gap in educational outcomes between different groups of students Achievement Identification for special education Suspension rates Course-taking Graduation rates Attendance

A Success Gap: Intellectual Disability Source: 2015 Child Count and Educational Environment Part B State Level Data File This is about twice as much. Source data: https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html

Intellectual Disability These are called risk ratios. Source data: https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html Source data: https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html

What Should We Do With a Success Gap?

Kansas Identifies a Success Gap Data Point Indicator KCK students with disabilities were about 10X as likely to be suspended/expelled > 10 days as other Kansas students with disabilities. State Performance Plan/Annual Performance Report Indicator 4A Over 6% of Black KCK students with disabilities were suspended/expelled > 10 days. State Performance Plan/Annual Performance Report Indicator 4B KCK Black students with disabilities were about twice as likely as non-Black students with disabilities to be suspended/expelled in 4 categories. Current state bar is 4X. Significant Disproportionality Data from 2016-17 school year

Risk Ratios in Federal Regulation Risk ratios are one way to identify success gaps Current federal regulation (34 CFR §300.646 – significant disproportionality) requires that districts with high racial/ethnic risk ratios in the areas of identification, placement, or discipline of special education students must Identify the factors contributing to those success gaps Apply 15% of their special education dollars to address those root causes

Risk Ratio Calculation Step 1: Calculating Risk What percentage of black students in the district receive special education and related services? 20% of Black students in the district receive special education and related services

Risk Ratio Calculation Step 2: Calculating Comparison What percentage of all other students in the district receive special education and related services? 10% of all other students in the district receive special education and related services

Risk Ratio Calculation Step 3: Calculating Risk Ratio What is the risk for Black children in the district receiving special education and related services as compared to the risk for all other children? Black students in the district are 2 times as likely as all other students to receive special education and related services.

District X Finds Success Gaps District Risk Ratios Student Categories % of population Level 1 in math Level 1 in reading Dropped out Identified for special education Out-of- School Suspended > 10 days Absent > 20 days Failing > 50% of classes White 45% 0.43 0.27 0.15 0.87 0.36 0.20 0.17 Black 8% 1.37 1.23 1.54 1.90 3.08 1.59 1.68 Hispanic 40% 1.91 2.63 3.00 0.64 1.26 3.75 2.25 Other 1.07 2.18 2.35 Migrant 35% 2.79 3.25 3.71 0.37 0.74 4.64 3.30 Non-Migrant 65% 0.31 2.69 1.35 0.22 0.30 Free lunch 50% 2.33 1.20 0.80 2.00 1.33 1.08 Reduced lunch 25% 0.95 0.84 0.86 1.09 1.04 0.82 Full price lunch 0.19 0.93 1.50 0.21 0.18 Rural 2.83 2.42 4.31 3.23 2.15 Suburban 0.35 0.41 0.23 0.46 Grab the legal-sized handout of this chart.

District X Role Play – Focusing on Success Gaps The team at your table consists of leaders in District X As a team, review the table of risk ratios that you have in front of you Take 2 minutes to choose one, two, or three risk ratios on which District X should focus Prepare an explanation of your choice Take 2 minutes to field audience responses.

District X Focus – migrant student attendance Your migrant students are 4.64 times as likely as your non-migrant students to miss >20 days of school.

Step 2 Build a Team

Kansas City Builds a Team Considered the demographics of the student population as well as staff demographics: Kansas City, KS Students: 49.76% Hispanic 27.37 % African American 12.53% White 10.34% other Kansas City, KS Staff: 28.5% Black (certified and classified) 30% Administrators Black 25% of the Success Gaps team members from KCKPS were African American

Kansas City Builds a Team (cont.) Emphasized ability to make an impact in schools and areas of expertise KCKPS Assistant Superintendent Executive Directors: 2 Principals: 6 Special Education Administrators: 3 Social Worker Special Education Teacher Leader Others Kansas State Department of Education: 3 IDEA Data Center: 2

District X Role Play – Building a Team You, the leaders of District X at your table, have identified a Success Gap Your migrant students are 4.64 times as likely as your non-migrant students to miss >20 days of school As a leadership team, take two minutes to create a list of the roles you need to fill as you create a team to address this issue Presenters circulate and listen to conversations. After about five minutes, go to next slide.

Brainstorming Members for the District X Success Gaps Team Jennifer records roles suggested by audience as Tom solicits them from hands raised.

Members of Your District X Success Gaps Team Dr. Chip Doane, District Superintendent Tomás Garcia, Migrant High School Student Daniella Salazar, Migrant Parent of an Elementary School Student Paula Pérez, Community Advocate for Migrant Populations Ana Sofía Flores, District EL Coordinator Justice Marshall, District Data Coordinator Kim Carter, District Attendance Coordinator Melissa Jocys, Elementary School Principal at a school with many migrant students Terrance Goldston, High School Counselor James Butler, Middle School Teacher at a school with many migrant students And a translator, Juana González, to facilitate fully bilingual meetings Here we list the team members that we will actually have for the simulation.

Identify Factors Contributing to the Success Gap Step 3 Identify Factors Contributing to the Success Gap

Equity, Inclusion, and Opportunity Can Lessen Success Gaps Between Groups of Students Main Idea: If we are able to provide educational experiences and instruction that meet these criteria to all of our student subgroups and sub-subgroups, we will increase equity, inclusion, and opportunity that will lead to improved outcomes for all students, students with disabilities overall, and some subgroups of students with disabilities in particular. Script: Groups affected by significant disproportionality in your district can show dramatic improvement IF these students have equitable access to appropriate and high-quality instructional programs. High-quality instruction is data-based, part of a high-quality core instructional program, built on universal screening and frequent progress monitoring data, part of a multi-tiered system of support AND is responsive/sensitive to the cultures that students and families are bringing into schools and classrooms.

Data-based Decision Making Main Idea: What is meant by “data-based decision making?” Decisions about the school curriculum, instructional programs, academic and behavioral supports, and school improvement initiatives are based on data that are disaggregated for the school, reflecting the differences in subgroups by gender, race/ethnicity, socioeconomic factors, disability, and native or home language. For example, data on graduation, attendance, drop out, discipline, and achievement are all examined and considered individually and collectively. Decisions about student interventions (behavioral and/or academic) are made based on multiple data sources, including screening, progress monitoring, and formative and summative assessment data. Is data-based decision making used for all students and all subgroups of students? If not, could this be part of the cause of your significant disproportionality?

Cultural Responsiveness Script: What is meant by “cultural responsiveness?” Effective academic and behavioral practices for all learners are based on a school’s recognition of diversity across student ethnicity, language, and socio- economic status. Training and resources are provided and designed so teachers can meet the linguistic needs of all students, including students with disabilities who are also English learners. Parents from all backgrounds are included in discussions/meetings about the school, the school programs or initiatives, and their children’s academic and behavioral progress. Is your school responsive to the cultures of all students and all subgroups of students? If not, could this be part of the cause of your significant disproportionality?

Core Instructional Program Main Idea: What is meant by “core instructional program?” There is a rigorous, consistent and well-articulated K-12 instructional program (i.e., curriculum and instructional delivery) that is aligned with both English language arts and mathematics standards and delivered with fidelity. Effective differentiation in the core curriculum addresses the needs of the full range of learners, learning styles, and cultural and linguistic backgrounds. Universal design for learning guidelines are an integral component of the instruction. Parents are informed, in their native or home language, about the differentiation of instruction and assessment data based on their child’s unique learning or behavioral needs. Do all students and all subgroups of students have access to an equally high-quality core instructional program? If not, could this be part of the cause of your significant disproportionality?

Assessment—Universal Screening and Progress Monitoring Main Idea: What is meant by “assessment?” All students are screened for early identification of academic or behavioral risk factors using valid and reliable tools. All student progress is monitored to make needed adjustments to instruction and/or interventions. Valid and reliable progress monitoring tools are identified and available at each school, with reasonable intervals for monitoring defined and implemented; performance data reviewed at regular intervals; and instruction/interventions adjusted based on data review cycles. Parents and guardians are regularly informed in their native or home language of their child’s screening and progress monitoring results for academic or behavioral progress. Could a differential access to early screening or effective progress monitoring (outside of special education!) be part of the cause of your significant disproportionality?

Evidence-based Instructional and Behavioral Interventions and Supports Main Idea: What is meant by “evidence-based instructional and behavioral interventions and supports?” Evidence-based interventions and behavioral supports are embedded within a multi-tiered framework and implemented with fidelity. School-level practices use evidence-based behavioral interventions and tiered response methods such as positive behavioral interventions and supports, restorative practices, etc. District-level discipline policies that use tiered response protocols as opposed to zero tolerance policies. Parents and guardians are regularly informed, in their native or home language, of interventions provided to their children and their children’s responses to those interventions for academic and behavioral skills.

Two tools from the IDEA Data Center (IDC) help schools and districts find the root causes of Success Gaps

Data-based Decision Making Example Main Idea: Understanding how the rubric is structured. Script: Using the Self-Assessment Rubric, there are four suggested possible ratings: Planning, partially implemented, fully implemented or exemplary. Probing questions are provided to assist the team in determining where they are at this point. Document what evidence exists to support the rating that the team selects.

Success Gaps Toolkit Includes— Guidelines Meeting agendas Pre-reading Videos Sample action plan formats Meeting evaluation formats Examples of work in other states or districts https://ideadata.org/toolkits/ Main idea: We have a toolkit to help you do this work with schools and districts Zip through the following slides Guidelines (instructions) for using the Success Gaps materials Meeting agendas for a series of meetings and presentation shells for each meeting Some materials for pre-reading Two videos, one to invite participants to be part of the success gaps work and one to introduce success gaps during the first meeting Sample action plan formats and meeting evaluation formats Written stories or examples of work in other states or districts

Identifying the Factors Contributing to Kansas City’s Success Gap Scheduled meeting dates from February to April, two hours in length First meeting, set purpose and agreed upon the focus of the work Three meetings, completed self-assessment (rubric) Fifth meeting, prioritized elements and formed action- planning groups Each of the two groups met to develop plans Last meeting, shared plans with whole group

Identifying the Factors Contributing to Kansas City’s Success Gap (cont.) Meeting One: Establishing Purpose

Identifying the Factors Contributing to Kansas City’s Success Gap (cont.) Meetings Two, Three, and Four: Completing Self-Assessment Data-based Decision Making Cultural Responsiveness You have a completed rubric that our team completed on your tables. As you can see, we were in the planning stage for Data Based Decision Making as well as for Cultural Responsiveness elements 2a, 2b, and Partially Implemented with 2c. Core Instructional Program, elements a-d are at planning, Assessment, Universal Screening and Progress Monitoring, 4a, planning, 4b and c partially implemented. Interventions and Supports: a-c planning, and d, partially implemented.

Meetings Two, Three, and Four: Completing Self-Assessment You have a completed rubric that our team completed on your tables. As you can see, we were in the planning stage for Data Based Decision Making as well as for Cultural Responsiveness elements 2a, 2b, and Partially Implemented with 2c. Core Instructional Program, elements a-d are at planning, Assessment, Universal Screening and Progress Monitoring, 4a, planning, 4b and c partially implemented. Interventions and Supports: a-c planning, and d, partially implemented.

Meetings Two, Three, and Four: Completing Self-Assessment (cont.) 2. Cultural Responsiveness

Meetings Two, Three, and Four: Completing Self-Assessment (cont.) 2. Cultural Responsiveness (cont.)

Meetings Two, Three, and Four: Completing Self-Assessment (cont.) 2. Cultural Responsiveness (cont.)

Meeting 5: Prioritizing Need Each member given 100% to split among the indicators however they chose The top two were Indicator 1: Data-based decision making Indicator 2a: Culturally responsive instructional interventions and teaching strategies are used throughout the district

District X Evaluates Its Cultural Responsiveness Step 3 District X Evaluates Its Cultural Responsiveness Step 3.1: Assume Your Role(s) At your table, each person choose one of the ten role sheets that we have provided. Each participant take 3 minutes to study his or her role sheet(s).

District X Evaluates Its Cultural Responsiveness Step 3 District X Evaluates Its Cultural Responsiveness Step 3.2: Choose Rating, Provide Evidence Rate your district Rate Indicator 2a – page 6 Work as a team Use all the data you have available to you Use other data that, for this simulation you imagine yourself Write some evidence to support your rating. “Culturally responsive instructional interventions and teaching strategies are used throughout the school or district” Use handout.

District X Evaluates Its Cultural Responsiveness Step 3 District X Evaluates Its Cultural Responsiveness Step 3.3: Discuss Probing Questions Question: How responsive is District X to its migrant children and families – particularly as this relates to attendance? As a whole table, take turns reading one of the probing questions on page 6 and, as a group, working toward an answer. Stay in character! Use all the data you have available to you Use other data that, for this simulation you imagine yourself Do the answers to these questions affect your response to indicator 2a?

District X Evaluates Its Cultural Responsiveness Step 3 District X Evaluates Its Cultural Responsiveness Step 3.4: Identify Contributing Factors Question: How responsive is District X to its migrant children and families -- particularly as this relates to attendance? As a full table team, make a consensus list of the factors you have identified that might contribute to absenteeism among migrant students.

Factors Identified Tom records roles suggested by audience as Laura solicits them from hands raised.

Step 4 Create Action Plans

Developing Action Plans in Kansas City, Kansas Split into two groups Data-based decision making Cultural responsiveness Developed action plans outside of whole group meeting times

Implementation Plans Data-based decision making emerged as most pressing; action plan became a state-mandated corrective action plan Some aspects of the cultural responsiveness action plan are being implemented

Action Plan

Action Plan (cont.)

Action Plan (cont.)

District X Role Play – Creating an Action Plan As a Success Gaps Team, still in your roles, take four minutes to begin the Action Plan Form Your goal for the first year is to improve attendance for migrant students, reducing the risk ratio to less than four in the first year As a team, choose and list four strategies to help you achieve your goal If time allows, begin to fill in other columns Action plan blank on table. Presenters circulate and listen to conversations.

Implement Action Plans Step 5 Implement Action Plans

Implementation in Kansas City, Kansas Action plan implemented districtwide KSDE monitored implementation in 15 schools based on discipline data from the 2016-17 school year for black students with disabilities 3 of 4 comprehensive high schools 6 of 8 middle schools 6 of 30 elementary schools

Implementation in Kansas City, Kansas (cont.) KSDE staff met with a building-level leadership team in each building monitored to observe discipline data analysis KSDE also observed professional development District leadership received guidance and feedback from KSDE multiple times per month in the support of building- level implementation KSDE completed its oversight in December

Barriers to Implementation in District X Solution Tom records as Laura solicits

Reflecting on the Process The District: Kansas City, Kansas Jennifer The State: Kansas Laura The TA Provider: IDEA Data Center Tom

Reflecting on the Process - KCKPS Would have been nice to have implemented without oversight

Reflecting on the Process - KSDE Preferred to see the district implement its action plans independently However, KSDE used one of the action plans as a corrective plan Success Gaps Toolkit is not intended to be a monitoring tool

Reflecting on the Process – IDEA Data Center Plus Delta Strong participation by individuals representing the group experiencing the success gap and school/district administrators Strong leadership from Jennifer and Laura at the district and the state Excellent support materials – Success Gap Toolkit Open, courageous conversations Ensure, with help from the state, that the highest levels of KCKPS were involved in the process and committed to implementing the results of the process Add student and community representation to the teams

Participant Outcomes We hope you have learned about and experienced one way that classroom, building, district, and state leaders can integrate, innovate, and collaborate in ways that seek and yield better results for the students they serve been encouraged to use the Success Gaps Toolkit in your school, district, or state. Tom and Westat can help! Demonstrate business card. Westat can help, and, if the area is special education, IDC may be able to help for free.

Questions? Answers? Thoughts? Tom leads.

Contact Us Tom Munk, IDEA Data Center (http://ideadata.org/) tommunk@Westat.com (919) 537-9023 Laura Jurgensen, Kansas State Department of Education ljurgensen@ksde.org (785) 296-5522 Jennifer Martin, Kansas City, Kansas Public Schools jennifer.martin@kckps.org (913) 461-0385