# data[].attributes.body
-Are there disparities in discipline for individual student subgroups? Consider: racial and ethnic category, gender category, SWDs, ELLs and MLLS
-Are different groups of students referred for different reasons?
-What are the most common reasons for disciplinary referral?
-What are the most common actions/consequences for disciplinary issues?
-What do your disciplinary outcome say about the effectiveness of your referral, intervention, and discipline systems?

# data[].attributes.body
-Are there disparities in the implementation and effectiveness of interventions for individual student subgroups? Consider: racial and ethnic category, gender category, Students with Disabilities (SWDs), and ELLs and MLLs.
-Are interventions evidence-based and culturally responsive?
-Are interventions implemented and progress-monitored with fidelity?
-Are interventions exhausted before moving to a more intensive tier of support?

# data[].attributes.body
-Are there disparities in the identification, classification, and placement of students with disabilities? Consider: racial and ethnic category, gender, ELLs and MLLs, and students qualifying for Free and Reduced-Price Lunch (FRPL)
-Do teachers have access to high-quality professional development, materials, and resources in order to reach all learners?
-Does the district have universal screening and early warning systems in place to identify potential student needs?
-Does the district implement assessment tools and procedures that are unbiased?
-Who are the most influential people in the referral, evaluation, and classification process?

# data[].attributes.body
-Are there disparities in the academic performance and/or course enrollment of individual student subgroups? Consider: students with disabilities, English Language Learners (ELLs) and Multilingual Learners (MLLs), students in each race and ethnic category, and students qualifying for Free and Reduced-Price Lunch (FRPL)
-How does the district's demographic shifts over the last ten years relate to the academic data?

# data[].attributes.body
-How do practitioners engage families in decision-making?
-How do practitioners assess the opinions of families? (e.g., surveys, interviews, focus groups)
-How does the school communicate with parents and families regarding useful information and additional learning? (e.g., parent workshops, newsletters, emails)
-Does the parent association or council reflect the district's racial and socieconomic composition?
-Does general parent partcipation reflect the district's racial and socioeconomic composition?

# data[].attributes.body
-Do particular teachers initiate academic or behavioral referrals more frequently?
-Do practitioners regularly discuss issues of race, ethnicity, and difference in their work?
-What do practitioners cite most commonly as the reasons for poor student performance? How does this affect special education recommendations?
-What do practitioners cite most commonly as the reasons for poor student behavior?
-How might commonly held beliefs about particular subgroups of students, families, and community members influence teaching practice?
-How do these beliefs affect the quality of relationships between practitioners, students, and families?

# data[].attributes.body
-Does the district curriculum respond to the diversity and lived experiences of the students?
-Do teachers rely upon a diverse set of instructional strategies to reach all learners?
-Do practitioners hold high academic and behavioral expectations for all students, in addition to ensuring those expectations are communicated clearly to students and their families?
-Do stakeholders have the opportunity to contribute to the development of expectations and community norms?
-Are the local community norms and culture reflected in district practices?
-Are staff interactions (with students, families, community mebmers, and other staff members) respectful and productive to the educational process?

# data[].attributes.body
-How have your district's and school's student populations changed over the past ten years?
-How have the above shifts in the student population affected teaching and learning?
-Are practitioners comfortable with teaching and serving the changing student body?
-What shifts in educational policies and practices might be necessary to serve the changing student body?