Part A Investigate

Leadership Cycle 1
Part A: Written Narrative:

Data Collection and Equity Gap Analysis Template
Step 1: Investigate
Directions: Respond to the prompts below (no more than 5 pages of responses to prompts, exclusive of data
tables). Type your responses within the tables provided or the brackets following each prompt, as appropriate.
Do not delete or alter the prompts.
I. School Vision, Mission, and/or Goals
1. Investigate the vision, mission, and/or goals at your school and document your findings.
[Site A is one of three comprehensive high schools in District A, a Basic Aid school district that
serves students in County A. Our two site goals this year are to “increase the achievement of all
students while accelerating the growth of students of color, students with low SES, English
Language Learners, and SPED populations” and to “improve student learning and professional
practice by engaging in collective cycles of inquiry.” According to its mission statement, Site A is
“dedicated to the development of creative, passionate, and self-motivated learners who, upon
graduation, will be prepared for engaged citizenship and able to contribute individually and
collaboratively in order to address the challenges of a dynamic and diverse world” (Site A
School Accountability Report Card, 2020). In addition to our two site goals for staff this year and
our mission statement for students, Site A has articulated four comprehensive goals in the
district’s Local Accountability Control Plan (2021), which are designed to narrow the
“achievement and opportunity gaps amongst the identified subgroups of students” and remove
“institutional barriers to equitable educational outcomes.” The subgroups identified in the LCAP
are our EL students, our low socio-economic students and our special education students.
These students were determined by what our school data indicates as our greatest need, “to
increase the percentage of students who graduate college ready” (District A LCAP, 2021).
The first goal in our LCAP (2021) articulates that “all students have access to rigorous,
relevant and engaging curriculum by ensuring that core content is aligned with California state
standards and the UC/CSU graduation requirements” by committing to “recruiting and
employing highly qualified classroom teachers and paraeducators, and providing them with
professional development aligned to the Site A’s goals.” The second goal in the LCAP is to
“improve the learning of all students while narrowing the achievement gaps amongst our student
groups.” We have addressed this goal by “providing academic support to struggling students
through academic workshop classes, after-school tutoring, and peer mentorship programs.”
(DIstrict A LCAP, 2021). These programs include an AVID program, instructional coaching for
teachers, and the Student Success Network, which identifies and monitors students at risk of
falling behind. The third and fourth goals in the LCAP describe improving “relationships with
community and stakeholder groups” and supporting ”each student’s emotional and social growth
to create a community where all students feel safe and valued.”
In addition to the goals outlined in the LCAP, Site A recently adopted an Anti-Racist
Resolution with our school board, recognizing “that insitutional racism within our system has
created harmful effects for our BIPOC population” and committing “to eliminating systemic
disparities and ensuring systemic equity” (Site A Anit-Racist Resolution, 2020). To do this, our
school has commited to “opportunities for hiring a more diverse staff, disrupting current policies
Copyright © 2020 by the California Commission on Teacher Credentialing Page 1 of 15

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and practices that perpetuate racism and disparities in educational opprtunities, developing
anti-racist pedagogy and curriculum,” and providing professional development for staff to further
support these goals (Site A Anit-Racist Resolution, 2020). This work augments our site’s equity
goal this year of accelerating the achievement of our students of color, and provides the
necessary supports for addressing our LCAP goal of increasing the percentage of students who
graduate as college ready. ]
II. Initial Data Collection
Directions: Select one of the six California state indicators (i.e., chronic absenteeism, suspension rate, English
learner progress, graduation rate, academic performance, college/career readiness) related to a student learning
or well-being equity issue at your school. Collect and analyze multiple sources of quantitative data for the school.
Data sources may include but are not limited to the California School Dashboard, the Local Control and
Accountability Plan (LCAP), Ed-Data, or the School Accountability Report Card (SARC). Collect data across three
years (i.e., previous year, two years ago, and three years ago). While this template reflects the categories found on
the California School Dashboard, it is not an exclusive nor mandatory list of categories, and you may add or delete
rows as needed.
California state indicator (e.g., academic performance):College and Career Readiness

Previous Year Two Years Ago Three Years Ago
Please see Data Tables 1 through Please see Data Tables 1 Please see Data Tables 1 Please see Data Tables 1
11 at the end of this document through 11 at the end of this through 11 at the end of this through 11 at the end of this
document document document
III. Extended Data Collection
Directions: Based on your analysis of quantitative data and your selected student group, identify, develop, and
collect at least three sources of qualitative or other data (e.g., responses from interviews with students, faculty, or
families; notes from observations; document analysis) to further investigate the equity issues for this student
group.
Data Sources Qualitative Data

Please see Data Table A at the end of this Please see Data Table A at the end of this document
document
IV. Equity Gap Analysis
Directions: Respond to the following prompts to explain the decisions that you made regarding data collection
and analyze the quantitative and qualitative data you collected. Cite research that supports your analysis as
appropriate. NOTE: When citing relevant research, embed your citations directly within your written responses.
Do not provide citations in a separate list.

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1. Describe the specific quantitative data that you included in Section II of the Data Collection
and Equity Gap Analysis template. How are these data relevant to understanding equity
issues at the school for student groups?
[ Site A’s LCAP goals focus on college and career readiness, so Data Table 1 provides the
percentage of twelfth grade students meeting A-G requirements upon graduation, broken down
according to subgroups aligned with Site A’s goal for staff this year, focused on accelerating the
achievement of our students of color and our SPED, EL and low-income populations. This data
table shows clear achievement gaps between our white and Asian populations, and our
Black/African American, Latinx, low SES, and SPED populations. For example, 87% of white
students fulfilled A-G requirements in 2019, compared to only 67% and 60% of Black/African
American and Latinx populations. Only 46% and 54% of EL and low SES students graduated as
career and college ready according to A-G graduation standards in 2019, compared to 80% of
the total student population that year.
Data Table 2 provides general enrollment demographics for Site A, to justify subgroups
chosen for further investigation and to provide context for disproportionate data. For example,
there are only one or two students each year who identify as Filipino, Native American, Pacific
Islander, American Indian, Alaska Native, Foster Youth, or Homeless, so comparing the
performance of these students to larger subgroups might isolate or target individual students,
and would not provide adequate analysis. Data Table 1, and the data tables following Table 2,
therefore focus on the larger student subgroups at Site A. These tables are also in alignment
with our school goals this year and the students identified in our Success Network.
Data Tables 3 and 4 expand on Data Table 1, with college readiness data provided for
students enrolled in Site A’s Student Success Network. A Success Network student at Site A is
defined as ELL, Latinx, Black/African American, low-income, or counselor recommended. Since
the Success Network started with a cohort of ninth graders in the 2017-2018 school year,
cumulative data by grade level wasn’t reported until these students graduated in 2020. The data
in Tables 3 and 4 narrow in on our site goal this year by targeting our students of color,
specifically our Latinx and Black/African American students, and our EL and low-income
populations. Table 3 focuses on Success Network students in all grade levels who are on track
to meet A-G requirements based on each grading period throughout the year. Comparing the
data for second semester student progress in this table to Data Table 1 shows that while 87% of
white students and 80% of the total population are graduating as career and college ready, only
64% of Success Network students in all grade levels are, on average, on track to fulfill A-G
graduation standards. Table 4 further addresses this equity gap further by breaking down A-G
completion rates for Success Network students by grade level, showing that only 71% of seniors
are graduating as college and career ready according to A-G requirements. Table 4 tracks the
progress of ninth grade students entering into the Success Network each year, and identifies
mathematics as a common barrier to success while recognizing the importance of participation
in extracurricular activities, which generate an “increased commitment to school and school
values, which leads indirectly to increased academic success.” (Association for Supervision and
Curriculum Development, 2000). The data shows that ninth grade Success Network students
improved in their progress to full A-G requirements in 2019, but regressed in 2020.
In addition to the A-G graduation requirements for the UC/CSU’s, the California
Department of Education (2021) has identified other measures for college and career readiness,
including CAASP mathematics and ELA scores, and course completion in Career Technical
Education (CTE). Tables 5 and 6 therefore provide CAASP scores for students who meet or
exceed the standards in ELA and mathematics at Site A, with comparisons between the student
subgroups identified by our site goals this year. The achievement gaps in the data in these
tables align with the equity gaps provided in Table 1. Compared to 84% of white students
meeting CAASP ELA scores in 2019, only 41% of Black/African American and Latinx students
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met those same standards. Similar equity gaps are in the CAASP mathematics scores in Data
Table 6. Notably, only 17% of our English Learners are passing their CAASP assessments,
compared to 72% and 57% of all students passing the ELA and mathematics assessments.
In addition to funding, curriculum, and teacher efficacy, the Center for Public Education
(2016) also identifies “discipline policies as having the greatest impact on student outcomes,” (p.
6) so Table 7 includes suspension rates for target student populations aligned with our school
goals this year. This data shows significant equity gaps between our white populations and our
Success Network students. Notably, when compared to 4% of white students who were
suspended in 2019, 14% of Black/African American students were suspended that year. And
while absenteeism is not the focus indicator for this investigation, students will struggle to meet
college and career requirements if they are not attending class, so Table 8 includes attendance
data. This table shows that Success Network students are, on average, twice as likely to be
absent from school when compared to white students and the total student population.
Black/African American students are three times as likely to be absent than their white peers.
In order to identify potential reasons for school absences and lack of engagement, Table
9 illustrates enrollment gaps in leadership and elective programs at the school, and provides
enrollment in Site A’s automotive pathway, which is the only CTE program at the school. Table
10 provides graduation rates for student populations, to identify discrepancies between students
graduating versus those graduating as career and college ready. While the graduation rates for
Success Network students are high, this data does not correlate to the data provided for career
and college readiness. Lastly, Table 11 provides data on the middle schools sending students to
Site A, to correlate student data to regional and socioeconomic demographics.
Considering the quantitative data in these Tables and our site goals for this year, my
student focus group for this cycle will align with our Success Network students, identified as our
students of color, low SES, and EL populations. ]
2. Describe the three qualitative or other data sources that you included in Section III of the
Data Collection and Equity Gap Analysis template. How did these sources provide more
information about this student group for the California state indicator?
[Principal A has been leading our school for five years now, and began his tenure at Site A by
diving directly into achievement data and equity-based instruction with our staff. In our interview,
he was thus able to provide context regarding the achievement gaps I discovered from the
quantitative at Site A, along with root causes for these equity gaps and the reasons for our
improvement. When asked about overarching themes affecting our students of color, EL, SPED,
and low-income populations, he emphasized the intersectionality between these subgroups and
the importance of our school’s anti-racist resolution in addressing white culture and
institutionalized racism.
The student survey responses collected from Success Network students are critical to
evaluating the student experience at Site A. This data aligns with our school’s fourth LCAP goal
of supporting ”each student’s emotional and social growth to create a community where all
students feel safe and valued.” The anecdotal data collected from parents supports our school’s
third LCAP goal of improving “communication and relationships with community and stakeholder
groups,” and helps to identify student supports needed in their home environments. The
interview with the director of the Success Network and the counselors at Site A provide
additional data regarding the emotional well being of our students, which further supports our
district’s fourth LCAP goal, and gives context to the emotional issues affecting our Success
Network students’ abilities to excel in school. The qualitative data show that our Success
Network students clearly do not feel safe, valued, or supported on campus, and informs further
investigation into the root causes of the equity gaps in our quantitative data. ]

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3. What patterns or trends related to the California state indicator and student group equity
issues did you find in the qualitative data? How do they relate to the quantitative data
patterns or trends?
[While the data show that all students and student subgroups have improved in meeting A-G
requirements over the last four years, we still have very clear achievement gaps based on race
and socioeconomic status, which correlate directly to the qualitative data collected from our site
principal and Success Network teachers and affiliates. Our Black/African American student
populations have shown significant improvement in fulfilling A-G graduation requirements, but
33% of these students still graduate not having met the requirements, in contrast to only 13% of
white students at Site A. A similar gap can be identified when comparing our white and Latinx
student populations. Across all data tables, and compared to the overall student population, our
low SES students represent the largest gaps in college and career readiness. The qualitative
data suggests that while these Support Network students continue to feel isolated within school
culture, they do feel that they now have more support on campus.
The achievement gaps in students’ CAASP scores for both ELA and mathematics are
especially significant, and the data highlights mathematics as a subject for improvement across
all student groups, which is also supported by the qualitative data describing students’
experience with this subject. Eighty-four percent of white students exceeded or met the
standards for CAASP ELA achievement in 2017-2018, compared to forty-one percent of African
American/Black students and Latinx populations. Compared to 77% percent of the school
population, only 17% of EL students and about 40% of SPED and low SES students met the
ELA standards that year. Student performance in CAASP mathematics improved slightly for our
white populations, but all other subgroups actually declined in meeting or exceeding standards
over the last three to four years. Only 57% of all students and less than 20% of our SPED, EL,
and low income populations met or exceeded CAASP standards for mathematics that year. The
qualitative data aligns with this data, showing that Success Network students are consistently
misplaced in ninth grade math classes, and report that math teachers move too fast in their
curriculum, with few checks for understanding. Our site principal, who oversees the math
department, also reports that many white students have access to tutoring outside of school, in
contrast to their less affluent peers who cannot afford the same levels of support.
Evaluating the student data demographics from the middle schools feeding into Site A
shows correlation between race, socioeconomic status, and SPED classifications, further
supporting Site A’s equity goals for this school year and our anti-racist resolution. The middle
school sites with larger unduplicated pupil counts have larger SPED populations, with more
students of color and EL populations. It’s important to note, however, that when analyzing this
quantitative data and connecting it to the qualitative data provided, we still have to “individualize
students and understand that the root causes for a systemic failure may not always be the root
cause for an individual student’s struggles” (Site A Student Success Network, 2021). Measures
for addressing inequities should not perpetuate deficit mindsets or damaging mental models
around what a “student of color” might experience, feel, say, or achieve and “the assumptions
that every student of color is low-income or that every low-income student will struggle would be
false” (Site A Student Success Network, 2021). ]
4. Define the equity gap you have identified for a student group through your data analysis.
Discuss related research that supports your equity gap analysis finding for the California
state indicator and student group you have identified.
[ While achievement data correlated to college and career readiness at Site A has improved for
our Success Network students over the last four years, our students of color are still graduating
less prepared to enter college and career when compared to our white populations. These
students continue to report a hostile environment for students of color on our campus.
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Demographic data from local middle schools shows that students of color are overrepresented
in our low SES and EL populations, with clearly segregated middle school communities. This
gap aligns with research conducted at a national level, where we have witnessed the
resegregation of schools, with minority students who are subjected to “double segregation” by
race and poverty (The Civil Rights Project, 2012). In the U.S. today, our poorest students are
nearly four times as likely to fail in math than their wealthiest peers (OECD, 2008). Additionally,
the suspension rates for students of color and low SES students at Site A are alarmingly higher
than other subgroups. Research shows that students with multiple suspensions have a higher
likelihood of dropping out, and can even lead to worse outcomes – substance abuse and
delinquency in the community (Losen et al., 2015).]
5. How is the equity gap you have identified for a student group at your school related to the
school’s vision, mission, and/or goals?
[Based on the demographics of Success Network students identified by our Success Network
staff, the gap between our white students and our Success Network students aligns directly with
Site A’s goal this year of “accelerating the achievement of our students of color and our students
classified as SPED, ELL, or low-income.” Evaluating the equity gap for these student
populations also merges our school’s LCAP goals with our school’s Anti-Racist Resolution. This
equity gap brings students of color into Site A’s LCAP goal of “improving the learning of all
students while narrowing the achievement gaps amongst our student groups,” which the LCAP
defines as ELL, SPED and low-income. ]
California state indicator: College and Career Readiness

Data Table 1
Percent of 12th Graders meeting A-G requirements for UC / CSU. Demographics are to this
year’s site goal of accelerating our students of color, low SES, SPED, and EL Populations. (Ed
Data, 2021; Site A SARC)
2019-2020 2018-2019 2017-2018 2016-2017
All Students 84% 77% 79% 79%

White 90% 87% 78% 75%
Black/African American N/A 67% 45% 28%
Latinx 70% 60% 58% 38%
Asian 81% 80% 100% 81%
No Race Reported 100% 85% 80% 74%
SPED 58% 36% 40% 24%
EL N/A 46% 42% N/A
Low SES 60% 54% 56% 42%

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Data Table 2
General Enrollment Data to provide context for the larger school community. Demographics are
to this year’s site goal of accelerating our students of color, low SES, SPED, and EL
Populations. (Ed Data, 2021)
2019-2020 2018-2019 2017-2018 2016-2017
White 69.2% 69.4% 68.4% 68.4%

Black/African American 3.2% 3.3% 3.7% 3.7%
Latinx 11.4% 10.4% 10.5% 10.5%
Asian 6.7% 7.7% 8.3% 8.3%
Filipino .6% .8% 1.2% 1.2%
Native Hawaaiin/Pac. Islander .5% .3% .5% .5%
American Indian/Alaska Native .1% .6% .4% .3%
Two or More Races 4.3% 2.3% 1.3% .9%
No Race Reported 4% 5.2% 5.9% 6.2%
SPED 9.4% 9.7% 8.7% 9.4%
EL 1.8% 2.6% 2.3% 1.9%
Low SES 10.4% 10.2% 11.8% 7.9%
Homeless .1% .1% .1% N/A
Foster Youth .1% .1% N/A .1%
California state indicator: College & Career Readiness

Data Table 3
Percent of all Success Network students, grades 9 through 12, who are "on track" for meeting
A-G requirements for the UC / CSU systems at each grading period mark. A Success Network
Student is defined as a student who is an ELL, LatinX, Black/African American, Low-income, or
Counselor Recommended (Site A Student Success Network, 2021)
2019-2020 2018-2019 2017-2018 2015-2016
Grading Period (R1) 33% 49% N/A N/A
Semester (S1) 49% 48% N/A N/A

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Grading Period (R5) N/A 26% N/A N/A
Semester (S2) 64% 29% N/A N/A
California state indicator: College & Career Readiness

Data Table 4
Data for Student Success Network Students who are incoming 9th graders. (Site A Student
Success Network, 2021)
2019-2020 2018-2019 2017-2018 2016-2017
9th Grade Focus

Percent of 9th Grade Success 58% 61% 28% N/A
Network "on track" for meeting A-G
requirements for the UC / CSU
systems at the 6-week mark of
freshman year.
Percent of 9th Grade Success 52% 74% 45% N/A

Network students who are passing
Math with a C or better at the first
semester mark of freshman year.
College and Career Readiness
Percent of 9th Grade Success 71% N/A N/A N/A
Network students who are "on track"
for meeting A-G requirements for the
UC / CSU system (having passed at
least 5 A-G approved courses) at the
end of the school year.
least 10 A-G approved courses) at
the end of the school year.
least 14 A-G approved courses) at
the end of the school year.
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Network students that have met A-G

requirements for the UC / CSU
system at the end of the school year.
Participation
Percent of all Success Network N/A 48% N/A N/A
students that are participating in
extracurricular school-related
activities.

Data Table 5
Supplemental Performance Data, CAASP ELA Results for all students at Site A - Percent of all
juniors meeting or exceeding standards (Ed-Data, 2021)
2019-2020 2018-2019 2017-2018 2016-2017
All Students N/A (Covid 19) 72% 77% 80%

White N/A(Covid 19) 84% 84% 69%
Black/African American N/A (Covid 19) N/A 41% N/A
Hispanic/Latinx N/A (Covid 19) 56% 41% 35%
Asian N/A (Covid 19) 89% 70% 89%
Two or More Races N/A (Covid 19) N/A N/A N/A
ELL N/A (Covid 19) N/A 17% N/A
SPED N/A (Covid 19) 46% 40% 37%
Low SES N/A (Covid 19) 54% 38% 63%

Data Table 6
Supplemental Performance Data, CAASP Math Results for all students at Site A - Percent of all
juniors meeting or exceeding standards (Ed-Data, 2021)
2019-2020 2018-2019 2017-2018 2016-2017
All Students N/A (Covid 19) 54% 57% 57%

White N/A (Covid 19) 65% 61% 60%
Black/African American N/A (Covid 19) N/A 38% N/A
Hispanic/Latinx N/A (Covid 19) 33% 35% 30%

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Asian N/A (Covid 19) 58% 53% 72%

Two or More Races N/A (Covid 19) N/A N/A N/A
ELL N/A (Covid 19) N/A 17% N/A
SPED N/A (Covid 19) 12% 16% 22%
Low SES N/A (Covid 19) 54% 22% 33%

Data Table 7
Supplemental Data - Suspension Rates for all students and all grade levels
2019-2020 2018-2019 2017-2018 2016-2017
All Students .5% 4% 4% 3%

White .1% 4% 3% 2%
Black/African American 6% 14% 18% 15%
Hispanic/Latinx 0% 3% 4% 7%
Asian .9% 2% 4% 1%
Two or More Races 0% 5% 4% 0%
ELL 0% 0% 0% 3%
SPED 1% 7% 11% 9%
Low SES 3% 7% 9% 9%

Data Table 8
Supplemental Data - Chronic Absenteeism for all students and all grade levels
2019-2020 2018-2019 2017-2018 2016-2017
All Students N/A 15.1% 17.3% 14.4%

White N/A 13.1% 16.8% 13.5%
Black/African American N/A 36.8% 25.9% 23.3%
Hispanic/Latinx N/A 27% 24.2% 21.1%
Asian N/A 10.6% 9.9% 10.2%
Two or More Races N/A 10.3% 26.1% 0%
ELL N/A 26.1% 12.5% 10%
SPED N/A 24.6% 27% 27.7%
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Low SES N/A 27.2% 24.5% 25.7%

Data Table 9
Supplemental Enrollment Data for all grade levels and all students - Student Engagement in
Special Programs & Electives 2018-2019 School Year (SIte A Student Newspaper)
White Black/African Hispanic/ Asian None
American LatinX Reported
CTE (Automotive) 88% 1% 5% 3% 3%

Academy of Integrated 87.5% 2.5% 2.5% 5% 2.5%
Media
Advanced Journalism 65.6% 0% 9.4% 9.9% 12.5%
Leadership 72.7% 7.3% 2.2% 9.1% 5.5%
Computer Science 88% 2% 1% 6% 3%

Data Table 10
Supplemental Data - Graduation Rates for all 12th graders at Site A.
2019-2020 2018-2019 2017-2018 2016-2017
All Students 95.7% 97.6% 98.1% 96.3%

White 94.7% 98.1% 97.7% 97.4%
Black/African American Redacted 100% 100% 93.8%
Hispanic/Latinx 97.4% 94.6% 97.1% 85.7%
Asian 100% 93.1% 100% 96.4%
Two or More Races Redacted Redacted Redacted N/A
ELL 100% 82.4% Redacted Redacted
SPED 91.7% 97.7% 93.8% 90.2%
Low SES 92.9% 92.6% 94.7% 81.8%

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Data Table 11
Supplemental Enrollment Data - 2019 to 2020 Enrollment & Demographic Data for Middle
Schools Feeding into Site A (Ed Data, 2021)
Site V Site S Site T Site M Site B Other
% Enrolled at Site A 80% 7.5% 2.4% 2.6% 1.6% 5.9%

White 75.7% 40% 83.9% 3.7% 63.3% N/A
Black/Afr. American .5% 12.8% 1.1% 50.9% 3.3% N/A
Hispanic/Latinx 8.1% 24.5% 6.1% 32.4% 23.3% N/A
Asian 4.7% 9.3% 8.3% 1.9% 0% N/A
Two or More Races 10% 12% 3.1% 6.5% 5.6% N/A
ELL 1.7% 12% 1.7% 33% 10% N/A
SPED 9% 12.2% 3% 31% 9% N/A
Low SES 5.6% 43.1% 5.9% 86% 46% N/A

Qualitative Data Table A
Includes data retrieved from interviews and surveys specific to Success Network students
defined as EL, low SES, Black/African American, Latinx or counselor recommended
Data Source Qualitative Data

Interview with Site A Principal A Capacity for Support - Data over the last five years
regarding college and career readiness have shown clear
equity gaps between our students of color and white
student populations. In general, the number of students
from all grade levels who are identified as needing
support in graduating ready to enter college and career is
difficult for any one person to manage and typically
requires close monitoring over time to ensure progress
that is beyond the scope of any one role. The data and
the need to systematically support our students in
graduating career and college ready has justified the
formation of the Site A Equity team and the Site A
Student Success Network, and the ongoing professional
development aligned to Site A’s goal this year and the
school board’s anti-racist resolution. The Success
Network was developed in alignment with the school’s
LCAP goal to increase college and career readiness for

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low SES and EL students, but a Success Network

student can also be a student of color or recommended
by a counselor. This year’s site goal of accelerating our
students of color, low SES, and EL populations was
developed based on the equity gaps in our quantitative
data over the last four years and the ongoing data
collected by Success Network staff.
Interview with Site A Principal A White Privilege, Institutionalized and Internalized Racism
- Principal A described these factors as inherent to school
culture considering the prevalence of our white and
affluent student populations. One aspect that has been
actionable has been how white privilege plays a role in
resource hoarding, making it more difficult for target
students to access resources. For example, highly vocal
and communicative white and affluent parents are taking
up significant time from our counselors, teachers and
administrators, leaving less time for those educators to
review data and reach out to students who might need
support, but who are not vocal about it, or do not have
support systems to know how to navigate the system.
White parents are generally very affluent at Site A, and
also have access to additional support for students at
home and through private tutoring. Our site goal this year
specified the acceleration of our students of color based
on these issues, and the quantitative data showing the
equity gaps between our white populations and our
Latinx, Black/African American students.
Interview with Site A Principal Contributors to Improvements in Data:

- Anti-racist professional development
- Anti-racist work by student groups - Students
Organized Against Racism (SOAR), Black
Student Union (BSU)
- Departmental professional development
- Integration of student data and cycles of inquiry in
staff meetings, department and collaboration time,
as well as instructional practices
- Community collaborations between partner
organizations, parent organizations, or middle
schools
- Community and student groups and events
organized by students of color
Interview with Site Principal Mathematics Achievement - Success Network students,

(defined as EL, low SES, Black/African American, Latinx
or counselor recommended) are consistently struggling in
mathematics. Unlike their white peers, low SES, EL, and
students of color typically do not have access to the
same supports at home - parent assistance, tutoring, etc.
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The math department collaborates on common

assessments but is still working towards standards-based
grading.
Student Survey Responses for Sense of Belonging - Success Network students in all
target students in Student grade levels report low rates of feeling a sense of
Success Network. Success belonging on campus. Students of color experience
Network students are students of isolation and racism on campus from both peers and
color, low income, EL, or educators and report a limited number of adults on
counselor recommended, which campus they feel they can go to if they need support,
align with our school’s equity especially teachers.
goals and the achievement gaps
in our quantitative data
Student Survey Responses for Support Network - In 2017-2018, 9th Grade Student
target 9th grade students in Success Network students reported only one "caring
Student Success Network adult on campus they could go to if they needed support."
In 2018-2019, this number went up to five, and in
2019-2020, 9th graders reported six adults on campus
who they could go to for help.
Student Survey Responses for Transition to High School - incoming freshmen reported
target 9th grade students in difficulty in transitioning to School A, socially, emotionally
Student Success Network and academically, with specific reference to feeling
out-of-place in classrooms and on campus, not knowing
where available support could be found.
Student Survey Responses for Math Success - Math continues to be one of the most
target students in Student frequently failed courses for Success Network Students
Success Network (ELL, LatinX, Black/African American, Low-income, or
Counselor Recommended) and quite often the barrier to
college eligibility. Success Network students in all
grade levels consistently report that material moves too
quickly, and their understanding is not checked before
moving to a new topic.
Anecdotal Data from Parents, Accessing Technology - this continues to be a difficult

Admin & Teachers regarding process for students and families to navigate and the
students in all grade levels in the Google Chromebook technology provided for all students
Student Success Network at Site A this year is unreliable. Families and students do
not know who to contact for tech support, with most of the
communication about tech support being provided via the
website. Some Success Network students have had a
long wait time or unreliable devices that have had to be
replaced multiple times.
Additional qualitative data Additional Barriers to Success - Teachers use multiple

collected by Student Success platforms, making it hard for students to navigate work on
Network staff their own, resulting in a lack of clarity in expectations. In

Leadership Cycle 1
general, there is a lack of clarity around general

expectations for in-class instruction/distance learning,
time management, coursework, and access to support
services. Home environments are not conducive to
learning, lacking structure and support.
Interview with Director of Student Ninth grade Success Network students, specifically from
Success Network and Student City A, were misplaced in 9th Grade math courses, both
Success Network Report for in levels higher and lower than they should have been.
2019-2020 This was partially due to late registration which made it
so that the ELMA (Entry Level Math Assessment) results
could not be connected to the student in eSchool, Site A’s
student management system, until an account was made.
This often didn’t happen until the first week of school,
resulting in students being placed into an already formed
master schedule rather than being built into the
development of the master schedule. There has also
been much discussion around what “multiple measures”
are required by the State of California to be used in
placement and how middle and high school partners
could work more closely together.
Interview with Site A Counselors There have been multiple accounts over the last three
years of crisis and trauma affecting Success Network
students, culminating most recently in the convergence of
a global pandemic, and heightened momentum in the
Black Lives Matter movement.
Black@SiteA and Students of color report daily and weekly

@SiteABIPOCStudents microaggressions and racist comments from white
Instagram Accounts students, staff, and community members. Students
highlight curriculum that supports white supremacy and
lacks representation from BIPOC populations.


Part A Investigate

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Part A Investigate

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Leadership Cycle 1

Part A: Written Narrative:

I. School Vision, Mission, and/or Goals

Copyright © 2020 by the California Commission on Teacher Credentialing Page 1 of 15

II. Initial Data Collection

California state indicator (e.g., academic performance):College and Career Readiness

III. Extended Data Collection

Data Sources Qualitative Data

IV. Equity Gap Analysis

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California state indicator: College and Career Readiness

All Students 84% 77% 79% 79%

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California state indicator: College and Career Readiness

White 69.2% 69.4% 68.4% 68.4%

California state indicator: College & Career Readiness

Grading Period (R1) 33% 49% N/A N/A

Grading Period (R2) 48% 36% N/A N/A

Semester (S1) 49% 48% N/A N/A

Grading Period (R4) 43% 31% N/A N/A

Copyright © 2020 by the California Commission on Teacher Credentialing Page 7 of 15

Grading Period (R5) N/A 26% N/A N/A

Semester (S2) 64% 29% N/A N/A

California state indicator: College & Career Readiness

9th Grade Focus

Percent of 9th Grade Success 52% 74% 45% N/A

Network students that have met A-G

California state indicator: College and Career Readiness

All Students N/A (Covid 19) 72% 77% 80%

California state indicator: College and Career Readiness

All Students N/A (Covid 19) 54% 57% 57%

Copyright © 2020 by the California Commission on Teacher Credentialing Page 9 of 15

Asian N/A (Covid 19) 58% 53% 72%

California state indicator: College and Career Readiness

All Students .5% 4% 4% 3%

California state indicator: College and Career Readiness

All Students N/A 15.1% 17.3% 14.4%

Low SES N/A 27.2% 24.5% 25.7%

California state indicator: College and Career Readiness

CTE (Automotive) 88% 1% 5% 3% 3%

California state indicator: College and Career Readiness

All Students 95.7% 97.6% 98.1% 96.3%

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California state indicator: College and Career Readiness

% Enrolled at Site A 80% 7.5% 2.4% 2.6% 1.6% 5.9%

California state indicator: College and Career Readiness

Data Source Qualitative Data

Copyright © 2020 by the California Commission on Teacher Credentialing Page 12 of 15

low SES and EL students, but a Success Network

Interview with Site A Principal Contributors to Improvements in Data:

Interview with Site Principal Mathematics Achievement - Success Network students,

The math department collaborates on common

Anecdotal Data from Parents, Accessing Technology - this continues to be a difficult

Additional qualitative data Additional Barriers to Success - Teachers use multiple

Copyright © 2020 by the California Commission on Teacher Credentialing Page 14 of 15

general, there is a lack of clarity around general

Black@SiteA and Students of color report daily and weekly

Copyright © 2020 by the California Commission on Teacher Credentialing Page 15 of 15

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