Metropolitan Center for Urban Education
Module D: Analyzing Data of Programs, Practices, and Policies
Programs/Practices
Disciplinary Practices
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Evidence
Discipline records by
building, race, gender,
incident type, and response
to incident
Sample behavior plans
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Critical Analysis Eye
Who receives the most and least discipline by
race and gender?
What are the types of incidents Black, White,
Latino, and Asian students receive discipline?
Programs targeted to reduce
dropout rate
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Program implementation
documents by building,
race, gender, etc.
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What is the focus of programs – e.g., school
engagement, academic achievement, school
attendance, improve school environment
responsiveness?
District Curriculum
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District curriculum
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Does the curriculum accommodate for
cultural and linguistic demographics of
district? Are culture and language core
themes or an addendum to curriculum? Are
community and parents involved in selection
of curriculum?
Lesson Plans
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Sample daily lesson plans
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Do lesson plans differentiate and
accommodate the needs of cultural and
linguistic groups? Do lesson plans reflect a
balance of teacher-driven and student driven
information sharing?
Analysis Notes
Metropolitan Center for Urban Education
Programs/Practices
Pre-Referral/Early
Interventions
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Evidence
Intervention program
intervention documents
(curricula, attendance, etc.)

Critical Analysis Eye
What types of interventions are available?
What is the availability of continuous
professional development on interventions?
What is the fidelity of implementation? What
is the follow-up to intervention?
School/District Intervention
Options

Intervention program
intervention documents
(curricula, attendance, etc.)

Do intervention options reflect learning
difficulties frequently identified? What
evidence is available of intervention
effectiveness? Are there intervention options
at each level (i.e., primary/schoolwide,
secondary/targeted, tertiary/intensive)?
Home-School Connection

Sample flyers, newsletters,
and letters sent to parents

How do families learn about learning needs,
grade level standards, achievement, and the
referral process? Are there multiple access
points for this information?
Teacher Professional
Development

List of 2005-2006
professional development
for general education and
special education teachers
Rate of participation in
professional development

Do the professional development
opportunities align with the best practices of
teacher development outlined by the National
Council of Staff Development?
How much time over the course of the year do
teachers receive professional development via
workshops, one-on-one coaching, classroom
observations, mentoring, study groups, etc.?
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Analysis Notes
Metropolitan Center for Urban Education
Policies
Discipline policy (building
and district level)
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Special Education
evaluation
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Evidence
School and district conduct
manuals
List of evaluations used
Sample evaluation
instruments; reliability
tests
Sample re-evaluation notes
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Critical Analysis Eye
What patterns exist in disciplinary data across
subgroups? Do policies reflect expected
social and behavioral norms of all school
community members? Do discipline policies
reflect responses to changes in demographics
(e.g., gang colors)?
What are the methods and process of
evaluating special education students? What
are the assessment measures of progress?
Does the evaluation address 5 developmental
domains and post-graduation success?
Analysis Notes
Metropolitan Center for Urban Education
IEPs

Sample IEPs for Black,
Latino, White, and Asian
students
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What are the procedures for planning and
implementation of IEPs? Do the plans and
implementations differ by race/ethnicity and
gender? Do IEP’s reflect behavior plans and
goals? Do IEP’s reflect academic plans and
goals? Are the IEPs of each ethnic and racial
group comparable?
District/School procedures
for identifying, referring,
and classifying students

Procedures and rates for
intervention identification
Procedures and rates for
referral
Procedures and rates for
classification

What is the rate of compliance with each
procedure?
What is the rate of successful and failed
intervention by subgroups? What is the rate
of successful and failed referral by
subgroups? What is the rate of successful and
failed classification by subgroups?
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Metropolitan Center for Urban Education
Policies
Committee on Special
Education
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Evidence
Procedures for CSE
operation; sample CSE
files
Roster of members,
experience, qualifications,
etc.
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Critical Analysis Eye
What are the procedures for CSE operation?
When do parents participate in the process?
When do students participate in the process?
What other advocates participate in the
process?
Do CSE members reflect linguistic and
cultural diversity? Are CSE members
responsive and respectful of linguistic and
cultural differences?
Analysis Notes
Metropolitan Center for Urban Education
Attitudes/Perceptions
Teacher Professional
Development
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Committee on Special
Education
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School Culture

Intervention, Referral, and
Classification Process
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Evidence
List of 2005-2006
professional development
for general education and
special education teachers
Rate of participation in
professional development
Procedures for CSE
operation; sample CSE
files
Roster of members,
experience, qualifications,
etc.
School Climate Surveys
Procedural notes from
intervention identification
Procedural notes from
referral
Procedural notes from
classification

Critical Analysis Eye
Do teachers receive professional development
focused on how race/ethnicity, culture, class,
and gender are involved in the learning
environment and achievement?

Do CSE members reflect linguistic and
cultural diversity? Are CSE members
responsive and respectful of linguistic and
cultural differences?

What are the similarities and differences in
Black, Latino, White, and Asian students’
description of school?

Are racial/ethnic, cultural, class, and/or
gender –based factors introduced into the
intervention, referral, and/or classification?
Analysis Notes