Equity, Inclusion, and Opportunity

Addressing Success Gaps Tool

Thank you for your participation in the Success Gaps tool for Indicators 4,9 and 10.

This tool is designed to help your school district identify gaps in performance between groups or subgroups of students. Complete the information about team members and note the date when the tool is begun. If subsequent revision occurs, add those dates in the appropriate location below. The tool developed is to be used as a team to identify success gaps or gaps in a variety of outcomes between groups of students.
In general, each team member should review the items and think about their own response prior to discussing as a team. The team should then discuss each item, reach a consensus on the rating, and note that in the official copy housed in the google drive folder specific for your district. The team should note the evidence that supports each rating. The probing questions should be used to help the team drill down into each item and include considerations for evidence. The team should keep in mind the focus group as they answer questions. As you identify your group(s) of focus, consider your area of indicator non-compliance and the subgroup affected (race/ethnicity). Additionally, keep in mind the LEA’s TSI status, if applicable, and those subgroups such as English Language Learners, students with disabilities, students who are economically disadvantaged (free/reduced lunch) or students of all races/ethnicities. Next, identify activities that will take place in order to support that focus group, who will be responsible for the implementation of the activity(ies), develop a timeline for activities, state the expected outcome(s), and describe how you and your team will monitor your progress.

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Team Members:

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1. Data-based Decision Making

Probing Questions:

Does our school or district identify data elements or quality indicators that are tracked over time to measure school effectiveness? What are those data elements? Are the data valid and reliable? Are data disaggregated by child/student demographics such as race, ethnicity, gender, disability, etc. to identify gaps in achievement and performance and trends with over- or under-representation in identification, placement, and discipline? Are data reviewed at regular intervals to determine progress or change? Are data used to make policy, procedure, and practice decisions in our school? How regularly do we use these data to inform our decisions?

Area 1

Decisions about the school curriculum, instructional programs, academic and behavioral supports, and school improvement initiatives are based on data that is disaggregated by subgroups?

Planning	Partially Implemented	Implemented	Exemplary
Decisions about the school curriculum, instructional programs, academic and behavioral supports, and school improvement initiatives are rarely based on data systematically.	Staff consistently use valid and reliable data systematically to inform decisions about curriculum, instructional programs, academic and behavioral support, and school improvement initiatives.	The data used are valid and reliable. A school-wide formalized and systematic process is in place to monitor and reinforce the continuous improvement of individual learners, initiatives, and programs within the school. It is implemented by some but not all staff.	The data used are valid and reliable. The school-wide process for data-based decision making is implemented with fidelity across all buildings and evident for all students and subgroups of students, in all classrooms, and is used in decisions about school initiatives or programs, as well.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

2. Cultural Responsiveness

Probing Questions:

Are school staff prepared to work with students from diverse cultural and linguistic backgrounds? Is our school culture responsive and welcoming to students and families from culturally/linguistically diverse groups? To what degree does our teaching staff reflect the cultural/linguistic makeup of our school’s population? In what ways do staff reflect on their own culture (s) and potential mismatches from the culture (s) of their students? Do school staff understand and value each individual child’s and each group’s unique cultural values and needs? Are teachers familiar with the beliefs, values, cultural practices, discourse styles, and other features of children’s/students’ lives that may have an impact on classroom participation and success, and are they prepared to use this information in designing instruction? Do research- based interventions account for the schools’ cultural context as a part of implementation? Are screening, referral, and assessment practices, procedures, and tools unbiased and nondiscriminatory? Do the staff at our school understand that it is our job to be culturally responsive to all their students? Are we linguistically competent to communicate with our students and their families? Do culturally responsive practices inform our outreach to the community including families and community partners?

Area 2a

Culturally responsive instructional interventions and teaching strategies are used throughout the school or district.

Planning	Partially Implemented	Implemented	Exemplary
Staff practices and attitudes about culture, race, and linguistic background prevent success gaps from being addressed. Many teachers are unable to effectively teach some groups of children/students in the school.	Some staff practices and /or attitudes about culture, race, and linguistic background are barriers to addressing success gaps. Many teachers are unable to effectively teach some groups of students in the school. Staff have received training in culturally responsive practices.	Staff receive ongoing training in culturally responsive practices. The practices and attitudes of most staff are responsive to cultural, racial, and linguistic diversity. Few teachers are unable to effectively teach some groups of students in the school. Staff understand the impact of culture on learning and behavior.	Staff receive ongoing training in culturally responsive practices. The practices and attitudes of all staff are responsive to cultural, racial, and linguistic diversity. The school recognizes, celebrates, and affirms the diversity and richness of students’ and families’ backgrounds. All teachers can effectively teach all groups of students in the school and explicitly engage in dialogue focused on the impact of culture on learning and behavior.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 2b

Faculty and staff are prepared for linguistic diversity among students and families.

Planning	Partially Implemented	Implemented	Exemplary
Most teachers are unprepared to meet the linguistic needs of many students in the school.	Some teachers are prepared to meet the linguistic needs of all students. Few staff are linguistically competent to communicate with our students and their families. Other supports are almost always provided when this is not the case.	Most teachers are prepared to meet the linguistic needs of all students. Other supports are always provided when this is not the case. Most staff are linguistically competent to communicate with our students and their families. Staff has knowledge of second language acquisition and apply this knowledge when designing instruction.	All teachers are prepared to meet the linguistic needs of all students. All staff are linguistically competent to communicate with our students and their families. Staff consistently and independently differentiate instruction to meet the needs of linguistically diverse students.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 2c

School or district facilitates the participation of all the families that make up the diversity of the school.

Planning	Partially Implemented	Implemented	Exemplary
Parents and family members typically attending school activities, functions, or parent/teacher meetings do not represent the full diversity of the school, including the group(s) that experience success gaps.	Parents and family members typically attending school activities, functions, or parent/teacher meetings represent some of the diversity of the school but not all the groups that are experiencing success gaps.	Parents and family members of the groups that experience success gaps in the school feel welcomed and are engaged in school activities, meetings, or other functions. Some of the diversity of the school, but not all the groups that are experiencing success gaps, are represented on stakeholder planning groups to reduce success gaps. School staff members are taking intentional measures to learn about the culture of these diverse groups.	Parents and family members of the groups that experience success gaps feel welcomed in the school and are frequently engaged in school activities, meetings, or other functions. All the groups that are experiencing success gaps are represented on stakeholder planning groups to reduce success gaps. School staff members on an ongoing basis take intentional measures to learn about the culture of these diverse groups.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

3. Core Instructional Program

Probing Questions:

Do all groups of students in our school receive high-quality instruction based on the principles of Universal Design for Learning? Are all of our teachers skilled in teaching a classroom filled with learners who are diverse culturally, linguistically, and in learning style? Are all families aware of the core curriculum and of the differentiations/accommodations/modifications provided for their child?

Area 3a

A consistent, well-articulated curriculum is in place and implemented with fidelity.

Planning	Partially Implemented	Implemented	Exemplary
Some children/students do not have access to a rigorous core curriculum taught by effective content teachers.	Inconsistent curriculum planning prevents most students from experiencing a rigorous curriculum that is horizontally and vertically aligned and that demands depth of understanding. All students experiencing success gaps are taught by effective teachers.	Most students participate in a curriculum that is rigorous, demands depth of understanding, and is also beginning to be horizontally and vertically aligned and implemented with fidelity. All students experiencing success gaps are taught by effective teachers.	All students participate in a curriculum that is rigorous and demands depth of understanding that has been horizontally and vertically aligned and implemented with fidelity. All students experiencing success gaps are taught by effective teachers.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 3b

The instructional program and strategies used in the school are research-based practices.

Planning	Partially Implemented	Implemented	Exemplary
Few children/students experience high-quality instruction that utilizes research-based practices, higher order thinking skills and processes, flexible grouping, and instructional technology.	Some students experience high-quality instruction that utilizes research-based practices, higher order thinking skills and processes, flexible grouping, and instructional technology.	Many students experience high- quality instruction that utilizes research-based practices, higher order thinking skills and processes, flexible grouping, and instructional technology.	All students experience high-quality instruction that utilizes research-based practices, higher order thinking skills and processes, flexible grouping, and instructional technology.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 3c

Differentiated instruction is used to address the need of all learners in the school.

Planning	Partially Implemented	Implemented	Exemplary
Very few teachers differentiate the core curriculum to address learning styles, effectively addressing their students’ cultural and linguistic backgrounds.	Some teachers differentiate the core curriculum to address the needs of a few learners and learning styles, effectively addressing their students’ cultural and linguistic backgrounds.	Most teachers differentiate the core curriculum to address the needs of all learners and learning styles, effectively addressing their students’ cultural and linguistic backgrounds.	All teachers differentiate the core curriculum to address the needs of all learners and learning styles, effectively addressing their students’ cultural and linguistic backgrounds.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 3d

Families are informed about the core instructional program and how the needs of their child are being met.

Planning	Partially Implemented	Implemented	Exemplary
Families are rarely informed, in language they understand, about the school’s core instructional program or the ways in which it is differentiated for their child.	Families are sometimes informed, in language they understand, about the school’s core instructional program and the ways in which it is differentiated for their child.	Families are usually welcomed in the school and informed, in language they understand, about the school’s core instructional program and the ways in which it is differentiated for their child.	Families are always welcomed in the school and informed, in language they understand, about the school’s core instructional program and the ways in which it is differentiated for their child.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

4. Assessment: Universal Screening and Progress Monitoring

Probing Questions:

Does our school have a system that routinely and regularly screens all students for risk factors that might require early intervention? Does every classroom teacher regularly screen or monitor student performance/progress and adjust instruction for individual students based upon the results? Are teachers supported to implement developmental, academic, behavior, and social-emotional interventions in the general education setting? Are families informed about the results of universal screening and/or progress monitoring for their child?

Area 4a

Universal screening is used to identify needs for early intervention or targeted supports.

Planning	Partially Implemented	Implemented	Exemplary
The school does not use schoolwide screening for students to identify academic or behavioral risk factors that may require early intervention or other targeted supports.	The school screens some groups of students each year with valid and reliable tools to identify academic or behavioral risk factors that may require early intervention or other targeted supports.	The school screens all students at least once a year with valid and reliable tools to identify academic and behavioral risk factors that may require early intervention or other targeted supports.	The school screens all students at multiple points during the school year using valid and reliable tools to identify academic and behavioral risk factors that may require early intervention or other targeted supports.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 4b

Progress monitoring is planned and implemented by the school to support the developmental, academic, behavioral, or social-emotional progress of each child/student.

Planning	Partially Implemented	Implemented	Exemplary
There is no schoolwide plan for teachers to review child/student performance data at regular intervals and adjust classroom instruction and instructional interventions to support child/student progress.	The school has a plan so that all teachers review child/student performance data at regular intervals and adjust classroom instruction and instructional interventions to support child/student academic or behavioral progress. Some teachers are implementing this plan.	The school has a plan so that all teachers review child/student performance data at regular intervals and adjust classroom instruction and instructional interventions to support child/student academic and behavioral progress. Most teachers are implementing this plan.	All teachers review child/student performance data at regular intervals and adjust classroom instruction and instructional interventions to support child/student developmental, academic, and behavioral progress.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 4c

Families are informed about screening and progress monitoring results.

Planning	Partially Implemented	Implemented	Exemplary
Families in the groups identified with success gaps are rarely informed, in language they can understand, of their child’s screening and progress monitoring results for academic and behavioral skills.	Families in the groups identified with success gaps are sometimes informed, in language they can understand, of their child’s screening and progress monitoring results for academic and behavioral skills.	Families in the groups identified with success gaps are usually informed, in language they can understand, of their child’s screening and progress monitoring results for academic and behavioral skills.	All families are always informed, in language they can understand, of their child’s screening and progress monitoring results for academic and behavioral skills.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

5. Interventions and Supports

Probing Questions:

Are students with academic challenges identified? Are they provided with instructional interventions? Are these interventions evidence-based? Are the interventions culturally appropriate for our students? Are they implemented with fidelity? Does the school implement a system of positive behavioral interventions and supports? Does the school implement a multi-tiered system of supports (MTSS)? Is the system implemented with fidelity? Is the system culturally appropriate for the diversity of our student population? Have we used data to determine its effectiveness? Are teachers effective in its use with diverse groups of students? Are families informed about the interventions and supports provided to their child?

Area 5a

Evidence-based behavioral interventions and supports, in addition to core instruction, are embedded within a multi-tiered framework and implemented with fidelity.

Planning	Partially Implemented	Implemented	Exemplary
The school does not have a plan to provide all students with academic or behavioral needs supplemental evidence-based interventions.	The school has a plan to provide all students with academic or behavioral needs supplemental evidence-based interventions. Some teachers are already implementing this plan.	The school has a plan to provide all children/students with academic or behavioral needs supplemental evidence-based interventions. Most teachers are already implementing interventions with fidelity according to the plan.	The school has a plan to provide all students with academic or behavioral needs supplemental evidence-based interventions. All teachers identify students with behavioral or academic challenges and provide supplemental

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 5b

School-level practices use tiered response methods (MTSS) that include academic and behavioral interventions and supports.

Planning	Partially Implemented	Implemented	Exemplary
The school has no schoolwide multi-tiered system of academic and behavioral supports or, if it has one, it is ineffective, disjointed, or inconsistently implemented.	The school has a plan to implement a schoolwide multi-tiered system of academic and behavioral supports and interventions in all classrooms. Some teachers and staff are already implementing elements of the support system in some classrooms.	A schoolwide multi-tiered academic and behavioral support system is implemented across all school environments and in all classrooms with high fidelity.	A schoolwide multi- tiered academic and behavioral support system that is culturally responsive to the school population is implemented across all school environments and in all classrooms with high fidelity.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 5c

A comprehensive district-level school discipline policy is in place and implemented.

Planning	Partially Implemented	Implemented	Exemplary
The district currently has a zero-tolerance policy or lacks a cohesive discipline policy altogether.	District leaders are drafting a formal school discipline policy informed by best practice.	The district has a formal school discipline policy in place. The policy is responsive to the diverse needs of students and outlines tiered responses to child/student misconduct based on the nature and severity of the infraction. The policy requires positive, proactive, and restorative strategies focused on keeping children/students engaged and in school. Our school understands and implements the district policy with some degree of fidelity.	The district has a formal school discipline policy in place. The policy is responsive to the diverse needs of students and outlines s tiered responses to student misconduct based on the nature and severity of the infraction. The policy requires positive, proactive, and restorative strategies focused on keeping students engaged and in school. All schools in the district understand and implement the district policy with high fidelity.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

Area 5d

Families 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.

Planning	Partially Implemented	Implemented	Exemplary
Families of children with more intensive academic or behavioral needs are rarely informed, in language they can understand, of the interventions their children are receiving and the progress or lack of progress their children are making.	Families of children with more intensive academic or behavioral needs are sometimes informed, in language they can understand, of the interventions their children are receiving and the progress or lack of progress their children are making.	Families of children with more intensive academic or behavioral needs are regularly informed, in language they can understand, of the interventions their children are receiving and the progress or lack of progress their children are making.	Families of children with more intensive academic or behavioral needs are always informed, in language they can understand, of the interventions their children are receiving and the progress or lack of progress their children are making.

What is the evidence to support your rating? As you indicate the evidence that supports your rating, strongly reflect on the degree to which the evidence you list is implemented with fidelity. Reflect on non-anecdotal ways in which you monitor these practices.

Focus Group(s)

Activity(ies)	Responsible Person(s)	Timeline of Activity(ies)	Expected outcome of Activity(ies)	Identify how you and your team will monitor your progress.

This tool has been adopted and modified from O’Hara, N., Munk, T. E., Reedy, K., and D’Agord, C. (2016, May). Equity, Inclusion, and Opportunity: Addressing Success Gaps White Paper (Version 3.0). IDEA Data Center. Rockville, MD: Westat.