Addressing Discipline: Data, Polices & Practices

1. Addressing Discipline: Data, Polices & Practices Using the Resource Guide

2. Attendance • At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing • If you are viewing this webinar with others in the room, please indicate their name as well

3. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.org under Culturally Responsive Practices Webinars 2015-2016 • If you need to ask a question, please use the Chat Pod on your screen (NOTE: everyone can see your question) • You can download all of today’s materials in the FILES 2 Pod on your screen at any time during the presentation • Click on the selected file • Choose “SAVE TO MY COMPUTER” • Select the destination where you would like to save the file

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

5. Gain an understanding of why this resource guide was created • Gain knowledge of how to use the Addressing Discipline: Data, Policies, & Practices Resource Guide

6. 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?

7. 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

8. 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.

9. 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.

10. 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.

11. State Personnel Development Grant • Astrategist team will create and disseminate resources on disproportionality resulting from overuse of suspension of students. Mentor Districts • Calcasieu • East Carroll • Livingston • Vermilion

13. Addressing Discipline: Data, Polices & Practices Guide Book Resource Book Policies Tools • Completed by District Teams, Administrators, and Teachers, Family • Components • Data Discovery Chart • Guiding Questions-Policy • Guiding Questions-Practices • Action Plan

14. 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.

15. Addressing Discipline: Data, Polices & Practices Stakeholder Workbook

16. Stakeholder Workbook • Completed by • District Teams • Administrators • Teachers To download the complete guide, visit http://www.laspdg.org/content.cfm?id=417

17. Why have Stakeholder Workbooks? • streamlines the work of data use • helps educators learn better from each other, and • facilitates effective collaboration

18. Stakeholder Workbook: Process STEP 1-DATA DISCOVERY CHART STEP 2-GUIDING QUESTIONS-POLICY STEP 3-GUIDING QUESTIONS-PRACTICES STEP 4-RESOURCE GUIDE FOR ACTION PLAN

19. Step 1-Data Discovery Section 1 -data collection for all studentsSection 2 -data collection for students with disabilitiesSection 3 -district discipline teamSection 4 -data sharing

20. 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

21. 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

22. Step 2-Analyze Policies Section 1 –Responses to guiding questionsSection 2 -PrioritizeSection 3 –Action Plan

23. 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.

24. Stakeholder Workbook: Guiding Questions-Policy • Questions arefocused on policy regarding discipline for students with and without disabilities. • Questions analyze specific elements of diverse learners, FAPE and manifestation review. *Document Review

25. 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

26. Step 3-Analyze Practices Section 1 –Responses to guiding questionsSection 2 -PrioritizeSection 3 –Action Plan

27. Stakeholder Workbook: Guiding Questions-Practices • Questions arefocused on practices regarding discipline for all students • Questions analyze specific processes in place *Document Review

28. 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.

29. Addressing Discipline: Family • Section 1 –Responses to guiding questionsSection 2 -PrioritizeSection 3 –Action Plan *Document Review

30. Step 4-Resource Book Section 1 –PolicySection 2 –Practices

31. 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

32. 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

33. 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/

34. Facilitating Collaboration around Data

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

36. 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

37. 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

38. Addressing Discipline: Data, Polices & Practices: Stakeholders Workbook To download the complete guide, visit http://www.laspdg.org/content.cfm?id=417

39. 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)

40. www.laspdg.org Summer Whitmore swhitm1@lsu.edu 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.

41. 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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