Addressing Discipline: Data, Polices & Practices

Using the Resource Guide

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People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

• Gain an understanding of why this resource guide was created

• Gain knowledge of how to use the Addressing Discipline: Data, Policies, & Practices Resource Guide

5

Poll Question

Does your district have a tool and process in place to involve all stakeholders in the evaluation of polices and practices concerning discipline?

United States Department of Education

• In 2012, nationwide: – 3 million out-of-school suspensions– 100,000+ students expelled– Students lost “hundreds of

thousands” of hours of instructional time

• Students of color, students with disabilities are “far more likely” to be removed from class

• African-American students are three times more likely to be suspended/expelled, often for similar offenses

• Most exclusionary actions are for non-violent offenses• Suspensions lead to drop-outs, police contact

United States Department of Education

• Districts need to address the root causes of behaviors that lead to suspension and expulsion and provide alternative disciplinary actions.

Suspension & Expulsion: Indicators 4a & 4b

4A. Percent of districts identified as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year; and

4B. Percent of districts identified as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity.

Suspension & Expulsion: Indicators 4a

• The number of discrepant districts in Louisiana increased from thirty-two in 2012 to thirty-four in 2013 as having a significant discrepancy in the rate of suspensions and expulsions of greater than ten days in a school year for children with IEPs.

State Personnel Development Grant

• A strategist team will create and disseminate resources on disproportionality resulting from overuse of suspension of students.

Mentor Districts•Calcasieu•East Carroll•Livingston•Vermilion

Addressing Discipline: Data, Polices & Practices

Guide Book

• Completed by District Teams, Administrators, and Teachers, Family

• Components– Data Discovery Chart– Guiding Questions-Policy– Guiding Questions-Practices– Action Plan

Resource Book• Policies• Tools

The purpose of this guidebook is to assist educators in:

• interpreting and analyzing student population behavior data,

• determining the root causes of referrals, suspensions and/or expulsions,

• developing an action plan for systemic change to prevent high rates of suspensions/expulsions from recurring.

Addressing Discipline: Data,

Polices & PracticesStakeholder Workbook

Stakeholder Workbook

• Completed by– District Teams– Administrators – Teachers

To download the complete guide, visit http://www.laspdg.org/content.cfm?id=417

Why have Stakeholder Workbooks?

• streamlines the work of data use• helps educators learn better from each other,

and• facilitates effective collaboration

Stakeholder Workbook: Process

STEP 1-DATA DISCOVERY CHARTSTEP 2-GUIDING QUESTIONS-POLICYSTEP 3-GUIDING QUESTIONS-PRACTICESSTEP 4-RESOURCE GUIDE FOR ACTION PLAN

Section 1 -data collection for all studentsSection 2 -data collection for students with disabilitiesSection 3 -district discipline teamSection 4 -data sharing

Step 1-Data DiscoveryStep 1-Data Discovery

Stakeholders Workbook: Step 1 - Data Discovery Chart

• data are specific to each stakeholder

• data collection charts are planned and purposeful

• data provide quantifiable proof, taking the emotion out of the decision making process.

*Document Review

Data Discovery Charts:

• Analyze (district, school, student) behavior progress/obstacles• Measure program effectiveness• Promote accountability• Show trends (but not necessarily solutions)– Student with/without disabilities

Section 1 –Responses to guiding questionsSection 2 -PrioritizeSection 3 –Action Plan

Step 2-Analyze PoliciesStep 2-Analyze Policies

Discipline: Why guiding questions?

• Research is clear that districts, administrators and teachers need to be able to solve problems that are relevant to their practice and answerable from their data.

• Asking good questions of the data helps teams identify a course of data use and focus on a specific problem(s).

• Research has shown that school data use is often scattered and unfocused when teams analyze data without a guiding questions.

Stakeholder Workbook: Guiding Questions-Policy

• Questions are focused on policy regarding discipline for students with and without disabilities.

• Questions analyze specific elements of diverse learners, FAPE and manifestation review.

*Document Review

Guiding Questions:• Are relevant to each

stakeholder's own practice

• Promotes collaborative activities that help teams work together on problem solving

• Help hold stakeholders accountable

Section 1 –Responses to guiding questionsSection 2 -PrioritizeSection 3 –Action Plan

Step 3-Analyze PracticesStep 3-Analyze Practices

Stakeholder Workbook: Guiding Questions-Practices

• Questions are focused on practices regarding discipline for all students

• Questions analyze

specific processes in place

*Document Review

Addressing Discipline: Family

•Completed by the district leadership team, school leadership team, teachers/and or families. •Guide teams through a series of questions related to communication with families regarding discipline policy and practices.

Addressing Discipline: Family

• Section 1 –Responses to guiding questionsSection 2 -PrioritizeSection 3 –Action Plan

*Document Review

Section 1 –PolicySection 2 –Practices

Step 4-Resource BookStep 4-Resource Book

Resource Book: Section 1- Polices

•IDEA Regulations on Discipline•Q & A Discipline Procedures•Discipline Flow Chart•Louisiana Act 136•Louisiana Master Model Discipline Plan•Louisiana Compilation of Discipline Laws

Resource Book: Section 2- Practices

• Alternatives to Suspension• Checklist: • Behavior Support Planning• Functional Behavior Assessment (FBA)

Implementation • Modifications & Accommodations• Manifestation Determination

• Activity: Root Cause Analysis• Positive Behavioral Interventions & Supports (PBIS)• Universal/Tier 1 Action Plan• RtI Implementation Rubric

*Document Review

Websites• Louisiana State Personnel Development Grant | http://www.laspdg.org• Office of Special Education Programs |

http://www2.ed.gov/about/offices/list/osers/osep/index.html• Louisiana Department of Education | http://www.louisianabelieves.com/• Response to Intervention Action Network | http://www.rtinetwork.org/• Center on RtI | http://www.rti4success.org/• Association for Supervision and Curriculum Development |

http://www.ascd.org/• Positive Behavior Interventions & Supports | http://www.pbis.org/• PBIS World | http://www.pbisworld.com/• Intervention Central | http://www.interventioncentral.org/• Florida’s Positive Behavior Support Project | http://flpbs.fmhi.usf.edu/

Facilitating Collaboration around

Data

Facilitating Collaboration around Data

• Collaboration should be highlighted and valued as a critical mechanism for using data to change practice and effect professional learning

Facilitating Collaboration around Data • Research suggest that teams can

facilitate collaboration around data in the following ways: – Structuring regular, dedicated time

for collaboration around data and the action plan

– Establishing protocols that guide how collaborative time is used

Facilitating Collaboration around Data

• Use the action plan to focus teams efforts • Review resource tools to improve instruction

and productivity • Districts and administrators should maintain

ongoing involvement in meetings where staff review data and the action plan

• Communicate with families in a variety of ways about data findings and the action steps to correct problems

Addressing Discipline: Data, Polices & Practices: Stakeholders Workbook

To download the complete guide, visit http://www.laspdg.org/content.cfm?id=417

Building Capacity

•When you leave today, what will you do with this information?•How will you share it with others in your district?•When will you share it? (Timeline)

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

www.laspdg.org

Summer Whitmore swhitm1@lsu.edu

Webinar Wednesday Series

• February 4 - Data Based Decision Making | Triangulating of Data to Measure Implementation of SPDG Focus Areas; watch at http://www.laspdg.org/content.cfm?id=306

• February 25 - Inclusive Practices- | Keeping it all Together: The Importance of Using Student Data Binders for Students with Disabilities

• March 4 – Family Engagement | Connecting the Dots: Linking Family Engagement to Student Learning

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