Leadership Cycle 1

Data Collection and Summary Template

Step 1: Investigate
Data Collection and Summary Template
Directions: Respond to the prompts below. Type your responses within the tables provided or the brackets following each prompt, as appropriate. Do not delete
or alter the prompts.

I. Initial Data Collection

Directions: Identify and collect multiple sources of quantitative data relevant to potential equity concerns for the site. Data sources may include the California
School Dashboard, Local Control and Accountability Plan (LCAP), and School Accountability Report Card (SARC). Complete the table below in
9 point Arial Narrow, by recording quantitative data for all students and for federally designated and California-designated priority student groups over the past
three years.

Indicator (examples: Academic Performance, Suspension Rate): CDE School Dashboard Suspension Rates Fall 2017/Spring 2017

Students Two or
All English Foster Socioeconomically American African Pacific
Homeless with Asian Filipino Hispanic More White
Students Learners Youth Disadvantaged Indian American Islander
Disabilities Races
Last 445 34 12 22 338 16.6% 45 25 12 3 n/a 157 n/a 41 198
Year 15.1% 11.8% 25% 27.3% 15.2% 32% 16.7% * 13.4% 22% 13.1%
Two 451 44 n/a n/a 354 24.6% 44 33 21 3 n/a 148 2 59 182
Years 22% 22.7% 38.6% 42.4% 4.8% * 21% * 20.3% 20.9%
Ago
Three 448 39 n/a n/a 375 18.7% 47 24 19 n/a n/a 152 3 58 184
Years 17% 15.4% 25.5% 20.8% 5.3% 18.4% * 20.7% 15.2%
Ago
Indicator (examples: Academic Performance, Suspension Rate): Suspension Rates-School Accountability Report Card (SARC) 2016-2017, 2015-2016 & 2014-2015

Students Two or
All English Foster Socioeconomically American African Pacific
Homeless with Asian Filipino Hispanic More White
Students Learners Youth Disadvantaged Indian American Islander
Disabilities Races

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 Leadership Cycle 1
Data Collection and Summary Template

Last 15.1%-S
Year 0.9%-E
Two 22.9%-S
Years 3.3%-E
Ago
Three 22%-S
Years 1.5%-ET
Ago
Indicator (examples: Academic Performance, Suspension Rate): PBIS SWIS Referrals & Suspensions/Expulsions 2016-2017 & 2017-2018(Aug to March 16th)

Students Two or
All English Foster Socioeconomically American African Pacific
Homeless with Asian Filipino Hispanic More White
Students Learners Youth Disadvantaged Indian American Islander
Disabilities Races
Last 660 * * * * * 68% 11% 27% n/a 44% n/a n/a 46%
Year 2016-17
448 * * * * * 30% 6% 50% n/a 31% n/a n/a 38%
Two
2017-18
Years
Aug-
Ago
March
Three
Years
Ago
Indicator (examples: Academic Performance, Suspension Rate): PowerSchool Discipline Summary August 2017-Current, 2016-2017 & 2015-2016

Students Two or
All English Foster Socioeconomically American African Pacific
Homeless with Asian Filipino Hispanic More White
Students Learners Youth Disadvantaged Indian American Islander
Disabilities Races
Last 496 60 2 5 184 1* 244
Year 12% * 1% 32% 49%
Two 679 123 6 19 190 340
Years 18% * 2% 28% 50%
Ago
Three 472 105 1 8 140 218
Years 22% * 1% 30% 46%
Ago

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 Leadership Cycle 1
Data Collection and Summary Template

II. Extended Data Collection

Directions: Identify three sources of qualitative data that will provide deeper insights into potential equity concerns for the school. Sources of qualitative data
may include interviews with students, faculty, and/or families; observations; document review; etc. Complete the table below by identifying the sources of
qualitative data and providing related notes on each source.

Data Sources Qualitative Notes

Admin Meeting Notes Palermo Academy Possibility & Board Presentation PowerPoint

Observation of Students in AEP/Detention Interview Statements

Interviews with various teachers Notes on interviews

III. Data Summary

Directions: Respond to the following prompts to explain the decisions that you made regarding data collection and summarize the data you collected.

1. Describe the specific quantitative data indicators that you included in Section I of the Data Collection and Summary template.
How are these data indicators relevant to understanding equity issues at the school?
[ The first quantitative data represents our schools Dashboard for school accountability. It is our data that represents
suspensions/expulsions for the last two years. Only two years is available on the Data Dashboard. The next set of data is our
school’s School Accountability Report Card (SARC). Our SARC suspension/expulsion rates are not broken down into the various
groups, but rather an overall percentage for both suspensions and expulsions. This data is relevant because it gives the overall
suspension & expulsion rates for the last three years, something that the other forms of quantitative data cannot since it is not
available. The next data indicator is our school tracking systems called SWIS. It tracks how many referrals for general behavior and
suspensions & expulsions are written. This data was available in the different sub-groups, but not broken down into as many as the
Data Dashboard. The last data indicator is our PowerSchool discipline summary that tracks some of the race sub-groups as far as
referrals and suspensions/expulsions. This data is available for the last three years. ]
2. What student learning and/or well-being focal area have you identified for further investigation? What equity-related patterns
and/or trends did you identify for this focal area in the quantitative data that you collected and analyzed?

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 Leadership Cycle 1
Data Collection and Summary Template

[ The data that stood out the most in the numbers is our American Indian Data. With 32% in the fall and 42.9% in the spring
according to the Data Dashboard, these numbers are very high for the population. Why are more Indian students than others being
suspended? You can also see a correlation between the Data Dashboard and our school tracking system, SWIS. SWIS reports that
last year 68% of the Indian students were given referrals and or suspended and this year it is at 30%, but the year is not over. The
PowerSchool data was different that the others because it showed the white and Hispanic groups having the most which is
interesting because shouldn’t the data match up? I think taking a look at the American Indian sub-group is interesting because why
should this group stand out? Student that are categorized in this group are probably not 100% American Indian so it means that they
qualify to be in another category such as Hispanic or White. This data is specific to those students that do have a percentage of
American Indian in them. This will be the focal are that I will further investigate. ]
3. Identify the three qualitative or other data sources that you included in Section II of the Data Collection and Summary template.
How did these sources provide more information about the focal area?
[ My first form of data sources is my student interview statements. These statements show how many students that I have spoken
with this year and counseled, written referrals or suspended. This data doesn’t always show all students who have come into my
office because not all students write formal statements. Some students come in and I take notes which is why I keep spiral
notebooks in my office for interviewing students. I am currently on my fourth spiral college bound notebook this year. This data
shows just how many students come into my office. It is a lot. My next form of data is our Admin notes and Staff meeting notes
regarding an idea we had called Palermo Academy. Palermo Academy is a possible in between class that would serve students who
are on the tier three level of PBIS interventions where the interventions don’t seem to work. We brainstormed having this class to
help the teachers with these students. Many of these students are the ones that I see in my office on a continuous basis and could
possibly avoid suspension if they were placed in this separate setting. ]
4. What patterns and/or trends related to the equity issues did you find in the qualitative data? How do they relate to the
quantitative data patterns and/or trends?
[ What’s interesting about my qualitative data is that in all of my interview notes or statements, we don’t really take into account
anyone’s background or race. The only focus is the student and solving the problem. The data shows that our American Indian
students are the ones that have the highest percent of suspensions according to the Data Dashboard and the highest percent overall
at times on the SWIS tracking system for referrals and suspensions at school. When you compare those percentages to the actual
list of students who are considered to be American Indian you can see a correlation between the suspensions but not the data that
shows suspensions and referrals. Out of the 18 students that received referrals and suspensions, 11 of them (61%) were
suspensions. The data shows that more of them received suspensions instead of just referrals. After looking over the notes in the
qualitative data and comparing it to the quantitative data, the teachers felt that there wasn’t much emphasis by a lot of parents in the
American Indian group towards positive behavior. Many of the students they felt didn’t care about school because they would just be
getting a check in the mail from the tribe someday. The teachers were pointing out that there are many notorious families in our
district that are Indian that do not hold students accountable for their behavior at home when things happen at school. ]

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