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underrepresentation of Black, SPED and "Hispanic" students in honors/AP and overrepresentation in CP2 courses. In response, LPS reported that this is the first year with changed 8th grade math content and collapsed math levels; also changed HS math placement process; students were encouraged to enroll in advanced math courses as they went into high school; hopefully translating into an increase in the number of students enrolled in math to as freshmen and improvements in course enrollment disparities. o LPS reported that the LPS Inclusion CIT will in the future present a report/ presentation with specific recommendations around universal design for learning (UDL) multi-tiered systems of support (MTSS) to support access to all student supports within the general education classroom. o LPS reported that they found Black/African American students were at a greater risk of being identified with a communication disability ( sm//wwwm oe.mass.e u/shed/rinks/s eec m ml) and/or a specific learning disability (_ t psm//wwwm oe.mass.e u/sped/linksZlearn isa ili y. mi) but not other disability types. o LPS reports that they are working to address disproportionate uses of suspension and student discipline; by avoiding exclusionary practices and/or using restorative practices and restorative justice and have seen lowered suspension rates. o LPS is examining how staff are informed by their own bias or different expectations for different groups. While LPS has seen an increase in challenging behaviors both in frequency and severity at the beginning of the current school year, post pandemic, suspension, or emergency room removal as a form of discipline, as reported by LPS, appears to be on track as lower than pre pandemic levels. o Unfortunately, LPS reports seeing similar disproportionality for SPED and Black/African American students with office for administrative referrals for behavior. LPS launched a new data collection procedure for documenting office referrals and saw evidence of disparities, where Black/African American and SPED students are more likely to receive behavioral referrals to administrators. o LPS discussed bullying and harassment of LGBTQ community and noted ongoing work of the SHAC LGBTQ subcommittee to change culture. LPS also mentioned launching the SHAC neurodiversity subcommittee. o Bullying reports collected by LPS identified that racial discrimination is the still largest type of reported harassment/bullying. o There are also higher rates of bullying for LGBTQIA+; cisgender females; Middle Eastern, North African, or Arab American students (vs straight cisgender White Male peers), students on IEPs or 504 plans (vs non-disabled peers) o LPS reported reduction of verbal threats to LGBTQIA+ students showing a narrowing of disparities vs other groups. While some LGBTQIA+ students report feeling sad or