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Addressing the root causes of disparities in school discipline

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Stage 1: Digging Into the Data addresses the question “Do disparities in school discipline exist in our school or district?” The guide provides a set of tasks to help determine your data needs, harvest the data you already have at your disposal, identify additional data you may need, disaggregate and analyze your data, and then develop preliminary findings. Stage 2: Getting at the Roots of Disparities addresses the question “What are the root causes of our disparities in school discipline?” You will learn how to dig deeper and conduct a root cause analysis to understand why disparities exist in your discipline outcomes. Stage 3: Creating an Action Plan addresses the question “How will root causes of disparities in school discipline be addressed?” This stage walks you through developing an action plan for eliminating the disparities discovered in your root cause analysis that can be implemented, monitored, and continuously improved over time. The guide includes a Disciplinary Disparities Risk Assessment Tool to aid in data gathering and analysis. The tool contains a series of Microsoft Excel–based worksheets, with detailed instructions on the kind of data to gather and how to analyze your results using a set of key questions. The tool automatically generates visual data displays to enhance analysis. This tool can be used as-is, modified, or serve as a model for designing a tool that can integrate with or import data from an existing school or district database or student management system. The tool also can be used in concert with existing data collection efforts, such as those connected with positive behavioral interventions and supports (PBIS). The guide also includes the following: • Templates to help plan and facilitate communication among stakeholders; • Real-world examples from schools and districts already experiencing success; • Sidebars and tip sheets to extend knowledge; • Links to useful resources; • Strategies for doing a thorough job without getting bogged down; and • Tips for undertaking tough conversations.

Material Type: Other

Author: Wendy Savaske

2017 Using Needs Assessments for School and District Improvement

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This resource is guide was created by CCSSO and WestEd's Center for School Turnaround as a comprehensive resource. Topics covered include: -What is a Needs Assessment -Types of Needs Assessments -Designing a Needs Assessment (which includes: elements of a needs assessment, importance on stakeholder engagement, steps in a needs assessment, and methods of data collection) -Improvement Process (which includes: improvement cycle theory of action, planning and implementing change, working with frameworks) -Key Decision Points

Material Type: Other

Author: Wendy Savaske

Four Domains of Rapid School Improvement: Indicators of Effective Practice

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In recent years, rapid school improvement — known most commonly as school turnaround — has emerged as the chief focus of dramatic and systemic efforts aimed at giving students better schools. To assist states, districts, and schools in leading or managing these efforts, in 2017 the Center on School Turnaround at WestEd (CST) developed Four Domains for Rapid School Improvement: A Systems Framework. That framework identifies four areas of focus that research and experience point to as central to rapid and significant improvement: turnaround leadership, talent development, instructional transformation, and culture shift. Within each domain, the framework also identifies three critical practices for taking action. during needs assessment, indicators serve as the objectives against which to consider prevailing practice (Corbett & Redding, 2017). Results from this mapping in the needs assessment stage inform the plan, helping leaders decide, for example, where to focus initial versus subsequent efforts or whether to focus more tightly on one or two particular domains versus other domains.

Material Type: Other

Author: Wendy Savaske

Fishbone Diagram

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Purpose: The fishbone diagram guides teams to categorize potential hypotheses of practices during the data inquiry process. Used most often to keep teams from jumping to conclusions, the fishbone diagram helps them focus on actionable causes for the student outcomes identified as high priority for improvement planning. While there are many versions of fishbone diagrams used for education, this resource is based on the key system features of the Equitable Multi-Level System of Support (MLSS), which offers multiple lenses for considering potential root causes. Description: This fishbone diagram is a template structured with MLSS features creating the “ribs” along the fishbone, while the student outcome priority is listed at the head of the fish.

Material Type: Other

Author: Wendy Savaske

Influencer Circle for Prioritizing Hypotheses of Root Cause

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Influencer Circle for Prioritizing Hypotheses of Root Cause Purpose: The influencer process guides teams to prioritize the likely root cause that has the greatest influence on other root causes. Description: This influencer process is a relations diagram. It is used to identify the most likely root cause of a student data problem generated during the data inquiry process. Teams use an influencer circle to study the interrelationships among those possible causes, helping them determine how hypotheses of practice (HOPs) connect to one another and which practices have the greatest influence. By completing this activity, teams identify dominant root causes to consider for improvement.

Material Type: Other

Author: Wendy Savaske

Hexagon Tool

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Purpose: The Hexagon Discussion and Analysis Tool helps organizations evaluate new and existing programs and practices. This tool is designed to be used by a team to ensure diverse perspectives are represented in a discussion of the six contextual fit and feasibility factors. Program indicators assess new or existing programs or practices that will be implemented along the following domains: evidence, supports, and usability. These indicators specify the extent to which the identified program or practice demonstrates evidence, supports for implementation, and usability across a range of contexts. Implementing site indicators assess the extent to which a new or existing program or practice matches the implementing site along the following domains: population need, fit, and capacity. The assessment specifies suggested conditions and requirements for a strong match to need, fit, and capacity for the identified program or and practice. The Hexagon Tool can be used at any stage in a program’s implementation to determine its fit with the local context. It is most commonly used during the Exploration stage: the period when a site is identifying possible new programs or practices to implement. If the organization has an Implementation Team, the Implementation Team can carry out this function for the organization.

Material Type: Other

Author: Wendy Savaske

06-Data Source Audit (1).pdf

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Through the Data Source Audit, leadership teams become aware of each data source, its logistics, and how it is currently being used. This audit is designed to be completed within four contexts based on the team’s priority needs-- Literacy, Math/STEM, Student Engagement, and College-Career Readiness. Within the selected context, the team may choose to complete this audit from a Student Data or a Practices

Material Type: Alternate Assessment, Assessment, Formative Assessment, Interim/Summative Assessment

Authors: Jim Lee, Judy Sargent, Lisa Arneson, Mary Ann Hudziak, Wendy Savaske

PLC Protocol.pdf

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This resource provides a template for teachers to use in order to add focus, efficiency, and effective data use to their PLC meetings. Six keys for effective team inquiry are emphasized so that by using them, school leaders can ensure the most effective PLC process. School leaders should provide 1) an articulated vision for PLC inquiry, 2) a purposely planned process, and 3) an effectively-prepared staff for PLCs and 4) appropriately calendared meetings, 5) appropriately documented findings, and 6) meetings that are routinely monitored and coached. In this resource, users will find the “PLC Inquiry Protocol” designed around four essential PLC questions, which provides a template that strengthens and streamlines teachers’ collaborative inquiry.

Material Type: Teaching/Learning Strategy

Authors: Jim Lee, Judy Sargent, Lisa Arneson, Mary Ann Hudziak, Wendy Savaske

Initiative Inventory

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The NIRN Initiative Inventory can be used to guide your team’s review of past and current programs to get a clear picture of successful strategies, and challenges, along with existing mandates and resource commitments. The NIRN Initiative Inventory Process Tool is available to assist teams in developing a plan for completing the NIRN Initiative Inventory.

Material Type: Other

Author: Wendy Savaske

Initiative Inventory Process

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The NIRN Initiative Inventory can be used to guide your team’s review of past and current programs to get a clear picture of successful strategies, and challenges, along with existing mandates and resource commitments. The NIRN Initiative Inventory Process Tool is available to assist teams in developing a plan for completing the NIRN Initiative Inventory.

Material Type: Other

Author: Wendy Savaske

**How-to Select an Evidence-Based Improvement Strategy Presentation/Guide

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How is the selection of an evidence-based improvement strategy related to continuous improvement? It is important that we ensure that students are impacted by programs, practices and strategies. The presentation illustrated how the selection of evidence-based improvement strategy fits within a continuous improvement process in easy to understand language. In addition, it includes tools and resources to assist district and school teams.

Material Type: Other

Author: Wendy Savaske

Self-Assessment of Data Quality Systems & Practices

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 Purpose:This resource guides leadership teams into identifying and analyzing the systems and practices in place in their district which focus on data quality.Description:Based on evidence, teams rate practices in three areas:  District-wide Data Systems, Data Entry & Validation, and Data Error Analysis.  A summary provides opportunities to analyze findings and plan for next steps.

Material Type: Unit of Study

Author: Lauren Zellmer