1. Addressing Success Gaps in Arkansas:
Thinking about Equity, Inclusion and Opportunity
Nancy O’Hara
Terry Long

2. This is a judgment free zone!
Meeting Norms
This is a judgment free zone!
All opinions and thoughts are of value.
Everyone is involved in the discussions.
Vegas rules apply!

3. Why Equity, Inclusion and Opportunity: Addressing Success Gaps?
Disproportionality (broad term to include discrepancy, significant disproportionality and disproportionate representation) is more than a special education issue.
Resolving or improving disproportionality requires whole school/district approaches, and is not limited to special education.
Disproportionality for discipline or identification is often the first of disparate outcomes for youth with disabilities throughout their lives.
For this presentation, when disproportionality is written in italics, it is referring to the broad inclusive category of significant discrepancy, disproportionate representation and significant disproportionality.

4. Is educational equity really an issue?
Black children represent 18% of preschool enrollment, but 48% of preschool children who receive more than one out of school suspension
Annually about 5% of white students are suspended or expelled and 16% of black students
Black students are 2.5 times more likely to be identified as a student with intellectual disability as any other student group
Nationally

5. Is educational equity really an issue?
Annually, 7.5% of white students receive out of school suspensions of any length and 20.9% of black students receive out of school suspensions of any length
In one school district in Arkansas, Black students have been up to nine times as likely to be identified as a student with an intellectual disability as any other race/ethnicity. (this has reduced over time)
In Arkansas

13. CRDC: K-12 Discipline
6% of all K-12 students received one or more out-of-school suspensions:
18% for black boys;
10% for black girls;
5% for white boys; and
2% for white girls.
American Indian or Alaska Native, Latino, Native Hawaiian or other Pacific Islander, and multiracial boys are also disproportionately suspended from school, representing 15% of K-12 students but 19% of K-12 students receiving one or more out-of-school suspensions.
Black K-12 students are 3.8 times as likely to receive one or more out- of-school suspensions as white students

14. 2013-14 CRDC: Special ED students Discipline
Students with disabilities (12%) are more than twice as likely to receive one or more out-of-school suspensions as students without disabilities (5%).
More than one out of five American Indian or Alaska Native (23%), Native Hawaiian or other Pacific Islander (23%), black (25%), and multiracial (27%) boys with disabilities received one or more out-of-school suspensions, compared to one out of ten white (10%) boys with disabilities served by IDEA.

17. AR 2015-16 Disciplinary Suspensions by Type, Length, and Race/Ethnicity
Out of School Suspensions 10 Days or Less
Out of School Suspensions More Than 10 Days
In-school Suspensions 10 Days or Less
In-school Suspensions More Than 10 Days
Hispanic/Latino
356 35
634 49
American Indian or Alaska Native 36 2 3
Asian 11 21
Black or African American
2,607
355
2,593
439
Native Hawaiian/Pacific Islander 18 1 32 6
White
2,597
197
4,119
248
Two or more races
133 10
161 17
Total
5,758
600
7,609
762

18. AR 2015-16 Disciplinary Suspensions by Type, Length, and Race/Ethnicity
Number of SWD Removed for 1 Day
Number of SWD Removed for 2-10 Days
Number of SWD Removed for More Than 10 Days
Hispanic/Latino
220
528
118
American Indian/Alaska Native 14 45 8
Asian 13 1
Black or African American
582
3,043
980
Native Hawaiian/Pacific Islander 11 25 7
White
1,413
3,729
689
Two or more races 47
178 30
Total
2,300
7,562
1,833

19. AR 2015-16 Disciplinary Suspensions by Type, Length, and Race/Ethnicity
Percent of Child Count
Percent of SWD Removed for 1 Day
Percent of SWD Removed for 2-10 Days
Percent of SWD Removed for More Than 10 Days
Hispanic/Latino
10% 7% 6%
Am Indian/Alaska Native 1% 0%
Asian
Black or African American
24%
25%
40%
53%
Native Hawaiian/Pacific Islander
White
62%
61%
49%
38%
Two or more races 2%
Total
100%

20. Leaving w/o permission Obscene Language Disrespect Excessive Noise
Do Black Students Misbehave More? . Of 32 infractions, only 8 significant differences
White students referred more for:
Smoking
Vandalism
Leaving w/o permission
Obscene Language
Black students referred more for:
Disrespect
Excessive Noise
Threat
Loitering
Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school p
Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34,
Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34,

26. NOTE: Detail may not sum to 100% due to rounding
NOTE: Detail may not sum to 100% due to rounding. Totals: Enrollment is 49 million students, in-school suspension is 3.5 million students, single out-of-school suspension is 1.9 million students, multiple out-of-school suspension is 1.55 million students, and expulsion is 130,000 students. Data reported in this figure represents 99% of responding schools.
SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection,
SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection,

27. 2013-14 CRDC: Preschool Discipline
Black preschool children are 3.6 times as likely to receive one or more out-of-school suspensions as white preschool children.
Black children represent 19% of preschool enrollment, but 47% of preschool children receiving one or more out-of-school suspensions;
in comparison, white children represent 41% of preschool enrollment, but 28% of preschool children receiving one or more out-of-school suspensions.
Children with disabilities served by the Individuals with Disabilities Education Act (IDEA) represent 20% of preschool enrollment, but 15% of preschool children receiving one or more out-of-school suspensions.

28. Note this is preschool
Students with disabilities (served by IDEA):
 Five (5) states reported a four percentage point or smaller gap in out-of-school suspension rates between students with disabilities served by IDEA and students without disabilities: North Dakota, (2%), Utah (3%), Idaho (4%), Mississippi (4%), and Wyoming (4%).
 Five (5) states (and D.C.) reported a ten percentage point or higher gap in out-of-school suspension rates between students with disabilities served by IDEA and students without disabilities: Florida (15%), Nevada (14%), District of Columbia (13%), Wisconsin (11%), and Louisiana (10%).
SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection,

29. Discussion What about the data surprised you?
What does it look like in your district/school?
What do you want to learn more about?
What do you think are the causes of disproportionality?

30. What is a success gap? Achievement
Identification and/or placement for special education
Suspension rates
College and career preparation
Graduation rates
Differences or “gaps” in a variety of educational factors and outcomes that affect the likelihood of educational success for some groups of students compared to their peers
We will show you some sample data exemplifying these success gaps.

31. What are the results of success gaps?
Poor long-term outcomes for entire groups of students
Before clicking on the answer to make it appear, ask the participants to share thoughts….pick only a couple of participants

32. To address success gaps…
… look closely at equity, inclusion, and opportunity for students who are not being successful!

33. We developed a tool to help states, districts, and schools look at the services and supports they were providing for all students, help them to identify areas where there were gaps (achievement gaps, opportunity gaps, gaps in other areas) for other subgroups of students compared to everyone else or each other. It’s to use to assess the degree to which their systems are being responsive to the diverse needs of all of their students.
Purpose of the Success Gaps documents: The “Success Gaps” documents are designed for schools and districts to use to assess the degree to which their systems are being responsive to the diverse needs of all of their students.
The “Success Gaps” documents are also designed to help districts/schools identify and then plan to address some of the systemic, contributing factors that result in over-representation of minority students in special education.

34. Investigate the root causes of your success gaps
Data-based decision making
Cultural responsiveness
High-quality core instructional program
Universal screening and progress monitoring
Evidence-based interventions and supports
Have you implemented these five elements of high quality education?
Research shows that paying attention to these five factors can assist districts and schools to achieve more equitable success among all subgroups. Each of these sections are supported by research in the white paper. Many of the documents/articles cited are great resources for more detailed information.

35. Data-Based Decision Making
Use disaggregated data for decisions about
Curriculum and instructional programs
Academic and behavioral supports
Are policies and procedures effective?
Make decisions about student interventions using multiple data sources, including
Screening
Progress monitoring
Formative and summative evaluation data

36. Cultural Responsiveness
Recognize diversity across student ethnicity, language, and socio-economic status
Provide training and resources so teachers can meet the linguistic needs of all students
Include parents from all backgrounds in discussions about the school and about their children’s progress
Note about parents included in each section!

37. Core Instructional Program
Rigorous, consistent, and well-articulated K-12 instructional program, aligned with standards, delivered with fidelity
Effective differentiation in the core curriculum
Universal design for learning
Informing parents in their native or home language about differentiation

38. Assessment Valid universal screening
Progress monitoring for all students
Informing parents in their native or home language about results

39. Evidence-Based Interventions and Supports
Implemented with fidelity
Instructional
Behavioral
such as Positive Behavioral Supports or Restorative Justice
Tiered response protocols, not zero tolerance
Informing parents in their native or home language about interventions and responses
What are we missing? Are there other areas you would include?
What do you think? In your school or district, there is room for improvement in:
Data based decision making
Cultural responsiveness
Core instructional program
Assessment
Evidence based interventions and support

40. About the 5 content areas-What are we missing?
Discussion
Are there other areas you would include? Why?
About the 5 content areas-What are we missing?
Data based decision making
Cultural responsiveness
Core instructional program
Assessment: universal screening and progress monitoring
Evidence based interventions and support
What do you think? In your school or district, there is room for improvement in:

41. Team Work What is the story of disproportionality in your district?
Why are you here?
What does your data tell you?
What is the history of disproportionality in your district?
Prepare three to five summary statements to tell your story to the other teams
Consider the “good, the bad and the ugly”!

42. Team stories

43. How to Address Success Gaps
Form a team
Study the data
Conduct a self-assessment
Provide evidence
Consider the students first
Ensure equitable participation
Develop a plan of action

44. Who should be on our district team?
Curriculum specialist
General education and special education teachers
Building principals
Special education director
Parents of students in focus subgroup
Community members with an interest
Other district and school representatives with an interest in the focus

45. Team Work/Discussion Based on the data, our focus is ___________ .
Who else should be on our team?
List titles/positions and names

46. Success Gaps Root Causes
OSS >10 Days
Exclusion Rate Is 4 Times Greater for Black SWD Than White SWD
36.50% Graduation Gap
Identification Rate for Male Students is Twice the Rate for Female Students
8% to 14% Gap on CRCT Reading
MID Identification Rate for Black Students is Twice the Rate for White Students
16% to 28% Gap on CRCT Math
4.3% Gap More than 15 days absent
Data-based decision making
Cultural responsiveness
High-quality Core instructional program
Universal screening and progress monitoring
Evidence-based Interventions and supports
Data-based
Decision Making?
Cultural Responsiveness?
Evidence –based Interventions?
Universal Screening?
Root Causes
(EIO)
Cause
Progress Monitoring?
Instructional Program?

47. Text box to describe evidence to support rating of the team
Rubric Organization
Content Area
Rubric rating scale
Probing Questions
Indicator
Text box to describe evidence to support rating of the team
Lets start with the set up of the rubric. Each section or content area is set this way. Many of the content areas have more than one indicator and therefore are on multiple pages.
The scale is is the same across each area, Planning, Partially Implemented, Implemented, Exemplary, although described below the scale in the description of the indicator.

48. Data-based Decision Making
Indicator: Decisions about the school curriculum, instructional programs, academic and behavioral supports, and school improvement initiatives are based on data
Read the probing questions and the scale.
What data, based on your SD issue, would you disaggregate and pay particular attention to?
Thinking about LEA initiatives and improvement activities, are there still some gaps?
How would you rate your district/schools?

49. Team Work Assign roles:
Facilitator
Note taker
Reporter
Complete each task and be prepared to share a summary with the group.

50. Team Discussion
In your team, review the assigned section and discussion among yourselves.
How would you rate your district for this section now?
Use your data and other resources.
Determine if there is more data you want to review
Determine if there are gaps in your current reviews
Prepare a summary of your discussion, include bullets of one strength and one challenge in this area on your chart and plan to share with the group

51. Cultural Responsiveness
Indicators: Culturally responsive instructional interventions and teaching strategies; Preparation for linguistic diversity; Facilitating the participation of parents
Questions: Review the probing questions and consider your responses

52. Team Discussion
In your team, review the assigned section and discussion among yourselves.
How would you rate your district for this section now?
Use your data and other resources.
Determine if there is more data you want to review
Determine if there are gaps in your current reviews
Prepare a summary of your discussion, include bullets of one strength and one challenge in this area on your chart and plan to share with the group

53. Break for Day 2

54. Reflections from Day 1 What was your key “aha!” yesterday?
What impact will this work likely have in your district?
What are the challenges of this work?

55. Core Instructional Program
Consistent, well-articulated curriculum implemented with fidelity
Scientifically-based instructional program
Differentiated instruction
Informing parents and guardians about the core instructional program

56. Other sections of the rubric
Assessment-universal screening and progress monitoring
Universal screening
Progress monitoring
Informing parents and guardians about screening and progress monitoring results

57. Other sections of the rubric
Interventions and Supports
Evidence-based behavioral interventions and supports, in addition to core instruction, are embedded within a multi-tiered framework and implemented with fidelity
School-level practices use tiered response methods (MTSS) that include academic and behavioral interventions and supports
A comprehensive district-level school discipline policy
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

58. Team Discussion
In your team, review the assigned section and discussion among yourselves.
How would you rate your district for this section now?
Use your data and other resources.
Determine if there is more data you want to review
Determine if there are gaps in your current reviews
Prepare a summary of your discussion, include bullets of one strength and one challenge in this area on your chart and plan to share with the group

59. The Success Gaps Toolkit to support your work

60. How do we identify the factors?

61. Success Gaps Toolkit Success gaps white paper and rubric
Newly revised to be more inclusive of preschool
Updated language to be more inclusive of Every Student Succeeds Act (ESSA) language
Process to consider reviewing the practices component of a self-assessment to determine root causes of significant disproportionality in your program or school
Success Gaps Toolkit provides support to district and school leaders to “lead” this work.

62. How to use the toolkit to identify the factors – It Is a Process!
Form a local stakeholder team to focus on the significant disproportionality
Identify the target group and topic area of your key success gap – your area(s) of significant disproportionality
Include on your team:
family members representative of the group that is disproportionate,
general and special ed staff who work with the target group
general and special ed staff who work with students who are succeeding
community members who may work with the disproportionate group

63. How to use the toolkit to identify the factors – It Is a Process!
Determine the root cause(s) of the success gap by using the rubric for group discussion and decision making
Plan to commit time to this process over multiple meetings
Disaggregate data to keep digging into the problem
Document the evidence for your decisions/ratings on the rubric
Develop a plan of action to address the factors identified

64. https://toolkits.ideadata.org/

65. Planning the next steps
Team discussion and planning to
Continue this conversation in the district with the full team
Consider if the right people are involved
Go through the rubric and dig deep to identify root causes
Develop a plan, prioritize!
Implement!
Evaluate and Revise!

66. The contents of this presentation were developed under grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

67. For More Information Visit the IDC website http://ideadata.org/
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68. Project Officers: Richelle Davis and Meredith Miceli
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H373Y However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Project Officers: Richelle Davis and Meredith MiceliMiceli
Project Officers: Richelle Davis and Meredith Miceli