1. 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

2. 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.

3. 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.

4. 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

5. 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.

6. Step 1
Identify Success Gaps

7. 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

8. 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:

9. Intellectual Disability
These are called risk ratios.
Source data:
Source data:

10. What Should We Do With a Success Gap?

11. 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 school year

12. Risk Ratios in Federal Regulation
Risk ratios are one way to identify success gaps
Current federal regulation (34 CFR § – 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

13. 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

14. 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

15. 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.

16. 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.

17. 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.

18. 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.

19. Step 2
Build a Team

20. 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

21. 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

22. 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.

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

24. 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.

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

26. 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.

27. 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?

28. 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?

29. 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?

30. 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?

31. 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.

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

33. 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.

34. 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
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

35. 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

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

37. 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.

38. 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.

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

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

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

42. 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

43. 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).

44. 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.

45. 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?

46. 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.

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

48. Step 4
Create Action Plans

49. 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

50. 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

51. Action Plan

52. Action Plan (cont.)

53. Action Plan (cont.)

54. 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.

55. Implement Action Plans
Step 5
Implement Action Plans

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

57. 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

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

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

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

61. 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

62. 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

63. 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.

64. Questions? Answers? Thoughts?
Tom leads.

65. Contact Us Tom Munk, IDEA Data Center (http://ideadata.org/)
(919)
Laura Jurgensen, Kansas State Department of Education
(785)
Jennifer Martin, Kansas City, Kansas Public Schools
(913)