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Equity, Inclusion, and Opportunity: Addressing Success Gaps in Our Schools and Districts

How do we fulfill the promise of federal programs for disadvantaged students? How do we help every student succeed? The presenters discuss a five-step process guided by the IDEA Data Center’s Success Gaps Toolkit to help accomplish this. The steps are: (1) use data to identify groups of students who experience educational “success gaps” in areas such as attendance, graduation, test scores, discipline, and class placement; (2) create a team of educators, parents, students, and community members focused on the groups experiencing the gaps; school or district leaders capable of implementing change; and data experts; (3) use local data to identify factors that promote or – if absent–detract from equity, inclusion, and opportunity for all students; (4) create action plans to address identified negative factors; and (5) implement the action plans over time, with structures in place to maintain a focus on data and the groups affected by success gaps. Come experience the process!

This talk was presented at:
2019 National ESEA Conference
January 2019 in Kansas City, MO
For more information:
Tom Munk

Dr. Munk is a Disproportionality and Equity Technical Assistance Specialist for the IDEA Data Center (IDC) and co-author of the Success Gaps Toolkit on which this presentation is based. He has 35 years of experience in schools, districts, states, and research institutions with a focus on promoting equity for all students.

Laura Jurgensen

Laura Jurgensen is an assistant director with the Special Education and Title Services team at the Kansas State Department of Education. She oversees the agency’s special education and title integrated accountability system and supports school districts in understanding and maintaining compliance with these federal laws.

Jennifer Martin

Jennifer coordinates special education services in the Kansas City, Kansas School District. Her areas of supervision have included the provision of services for students with serious emotional disturbances as well as providing interim alternative educational services for students with disabilities who have been suspended. Her twenty two years of educational experience have been exclusive to serving students with special needs, in particular students with significant behavioral needs in an urban setting