Time transcripts of Symposium_Losen[00:00:00:00]	Hi! My name is Dan Losen. I'm the director of the Center for[00:00:04:00]	Civil Rights Remedies at the Civil Rights Project at UCLA.[00:00:08:00]	I'm also the writer of what's[00:00:12:00]	referred to as the Wisconsin Checklist for[00:00:16:00]	"Addressing Racial Disproportionality in Special Education."[00:00:20:00]	As well as a series of modules, training modules,[00:00:24:00]	that accompany the checklist. So the [00:00:28:00]	checklist was designed in close collaboration with administrators from Wisconsin[00:00:32:00]	to be user friendly, and was field tested,[00:00:36:00]	and then revised with very positive results from district administrators[00:00:40:00]	and staff with regard to the final product. Now[00:00:44:00]	one caveat is that the checklist is not a tool for checking off[00:00:48:00]	areas in a way that would allow the user to say[00:00:52:00]	the district is doing ok, or there's no real problem here. [00:00:56:00]	The checklist is really three sets of probing questions. [00:01:00:00]	The districts do not need to use all three of these[00:01:04:00]	sublists for the tool to be useful. The first list[00:01:08:00]	will prompt deep inquiries about possible root causes or[00:01:12:00]	racial disparities and focuses on resource issues such as the[00:01:16:00]	distribution of the most effective teachers and leaders[00:01:20:00]	and the training professional development needs.[00:01:24:00]	Several items in both the first and second list are designed to build [00:01:28:00]	strengths to build upon, not just deficiencies. Now the second list[00:01:32:00]	zooms in on policies and practices that may be contributing to [00:01:36:00]	the racial disparities. And there is some overlap between the first list[00:01:40:00]	and the second list. Both of the first two lists focus on [00:01:44:00]	general education, but also include special education. [00:01:48:00]	Together the first two lists get at the issues as they arise in the context of[00:01:52:00]	a particular district to reveal those contributing factors[00:01:56:00]	most relevant to the district. Many can get a good deal[00:02:00:00]	accomplished if they only use one of the first two lists. [00:02:04:00]	The third in the series of these lists[00:02:08:00]	looks more closely at the contribution of external factors that are[00:02:12:00]	frequently pointed to when districts embark on this analysis. [00:02:16:00]	I'd recommend using the third list if there is a good deal of resistance [00:02:20:00]	to the working on this issue, and a strong inclination to [00:02:24:00]	blame external factors. This third list will[00:02:28:00]	help districts see that the external factors are unlikely the [00:02:32:00]	only ones that matter. It will help districts [00:02:36:00]	re-focus on those factors under their control. [00:02:40:00]	Ideally the action plans that evolve from using the checklist tool, along with the modules,[00:02:44:00]	will center around what districts are able to do[00:02:48:00]	moving forward. Each list has endnotes that[00:02:52:00]	provides the relevant research and legal requirements [00:02:56:00]	for each question on the list. Superintendents and other administrators [00:03:00:00]	find it very useful to be able to reference the requirements in the law[00:03:04:00]	as well as the research support for why this particular[00:03:08:00]	area is worthy of inquiry. The questions on the list also [00:03:12:00]	encourage adding data analysis to identify causes[00:03:16:00]	and in designing an action plan. The training modules that[00:03:20:00]	go with the checklist don't focus on the checklists themselves, [00:03:24:00]	which are self explanatory, but how to combine data analysis with [00:03:28:00]	the use of the list it creates and monitor an effective action plan.[00:03:32:00]	The checklist and the modules are designed with efficiency.[00:03:36:00]	in mind as they should enable districts to get at some very important issues[00:03:40:00]	in a relatively short period of time. The checklist and[00:03:44:00]	the modules are also designed to work with all manner of decision making tools[00:03:48:00]	processes. In other words, the tool does not define the process. [00:03:52:00]	What this means is that districts that need to move quickly and streamline their analysis,[00:03:56:00]	and action plan development can do so with these tools. While[00:04:00:00]	those that need or want to follow a more deliberate course or review[00:04:04:00]	will find the tools can really guide them through a comprehensive review as well. [00:04:08:00]	Thank you for considering the use of these lists. [00:04:12:00]	I also do independent consulting with districts if [00:04:16:00]	I'm available. I look forward to[00:04:20:00]	hearing more about how you might you use these checklists moving forward.[00:04:24:00]	Thanks.