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Let’s Fix School Discipline! Using the Local Control Accountability Plan

Let’s Fix School Discipline! Using the Local Control Accountability Plan. Laura Faer , Statewide Education Rights Director www.fixschooldiscipline.org. Why We Want To Fix School Discipline. California 2012-2013 609,776 total suspensions

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Let’s Fix School Discipline! Using the Local Control Accountability Plan

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  1. Let’s Fix School Discipline!Using the Local Control Accountability Plan Laura Faer, Statewide Education Rights Director www.fixschooldiscipline.org

  2. Why We Want To Fix School Discipline • California 2012-2013 • 609,776 total suspensions • 43% of all suspensions for willful defiance/disruption • 8,564 expelled students • 329,370 students suspended • Disproportionate discipline • http://data1.cde.ca.gov/dataquest/Expulsion/ExpReports/StateExp.aspx?cYear=2009-10&cChoice=ExpData1&Pageno=1; data released April 19, 2013 • African-American students 6.5% of total enrollment, 29.7%of suspensions

  3. Widespread use of suspension is relatively recent phenomenon (slide courtesy of: Tia Elena Martinez, The Center for Civil Rights Remedies, The Civil Rights Project,2013.) National risk of suspension for all students, 1973-2010 National risk of suspension by race of student, 1973-2010 Percent of students suspended one or more times during the year Percent of students suspended one or more times during the year African Americans All students Latinos Whites Year Year ‘06 ‘73 ‘89 ‘06 ‘10 ‘73 ‘89 ‘10 Source: All the data were reported by the U.S. Department of Education’s Office for Civil Rights; Losen, D. and Gillespie, J., Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School, The Center for Civil Rights Remedies, Civil Right Project UCLA, August 2012; *Preliminary estimate based on disaggregated numbers.

  4. Suspension rates among secondary school students by race, disability, and gender, 09-10 (slide courtesy of: Tia Elena Martinez, The Center for Civil Rights Remedies, The Civil Rights Project,2013.) California Percent of students suspended one or more times in 09-10 African American Students Male secondary students with disabilities Male secondary students with disabilities Secondary students with disabilities Secondary students with disabilities Secondary students Secondary students All students Latino Students Male secondary students with disabilities Secondary students with disabilities Secondary students White Students Male secondary students with disabilities Secondary students with disabilities Secondary students Source: CRDC, 2009-2010

  5. Race disparities: significantly larger For suspensions for willful defiance versus suspensions for other more serious and less subjective categories 10.1 suspensions 4.5 suspensions 2.4 suspensions 1.6 suspensions

  6. Are these numbers & disparities a bad thing? Depends on the evidence of the effectiveness of out-of-school suspension (slide courtesy of: Tia Elena Martinez, The Center for Civil Rights Remedies, The Civil Rights Project,2013.) Impact of Susp. on student suspended Is OOS helping misbehaving students to change their behavior in ways that enable them to stay in school longer, learn more, and graduate at higher rates? • Increases risk of dropping out • 2x as likely to repeat a grade • 3x as likely to have contact with the juvenile justice system • Frequency of “repeat” offenders • States with higher suspension rates have lower NAEP scores • Higher suspending schools have below average test scores compared to scores in demographically similar schools • The best predictor of safety is the quality of relationships inside the school building. Impact of Susp. on non-suspended students and staff Is OOS making schools safer and more productive for the non-suspended students thus enabling them to stay in school longer, learn more, and graduate at higher rates? Sources: Fabelo, T., Thompson, M.D., Plotkin, M., Carmichael, D., Marchbanks, M.P., & Booth, E.A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. New York: Council of State Governments Justice Center.; Rausch, M. and Skiba, R. (2006), The Academic Cost of Discipline: The Relationship Between Suspension/Expulsion and School Achievement, Center for Evaluation and Education Policy, Indiana University.

  7. Sum IT up: Suspensions and Expulsions Make Matters Worse • High rates of out-of-school suspensions correlate with lower achievement scores, even after controlling for race and poverty. • Suspended or expelled students • 6 times more likely to repeat a grade • 5 times more likely to dropout • 3 times more likely to have contact with juvenile justice system • Two decades of research on suspensions for low level offenses – doesn’t improve behavior, sends youth to an unsupervised vacation, doesn’t improve school climate

  8. Alternatives Are A Win-Win Education Solution & Required • Keep schools safe while holding students accountable • Increase academic achievement for the entire school • Increase school funding because attendance rates increase • Result in greater teacher stability • Improve overall school climate and satisfaction

  9. DAVIDSON MIDDLE SCHOOL Alternative: Restorative Justice + Peer Courts Suspensions drop, school wide API climbs… …INCREASE IN API steepest for LATIno, Low income, and ELL students San Rafael City District Source: CDE, 2012 Pre-reform Pre-reform Post-reform Post-reform

  10. GARFIELD HIGH SCHOOL Alternative: Moratorium on out of school suspensions & SWPBIS with strong tiered interventions Suspensions drop, school wide API climbs… …INCREASE IN API STEEP ACROSS ALL GROUPS LAUSD Source: CDE, 2012 Pre-reform Post-reform

  11. JEDEDIAH SMITH SCHOOL Alternative: SWPBIS Suspensions drop, school wide API climbs… …INCREASE IN API steepest for Black students Pre-reform Post-reform Sacramento City District Source: CDE, 2012

  12. Teacher Cecily Ina, Rosa Parks Elementary “The climate here is much better [with Restorative Practices]. There is a lot less screaming and fighting from the kids. I also see a lot fewer ‘frequent fliers.’ I think that the students feel like their voices are being heard so they are less angry and likely to act out.”

  13. Legal requirement: “other means of correction” • Suspension, including supervised suspension, can only be imposed when all other means of correction fail to bring about proper conduct, or if the student has committed a “zero tolerance offense” (defined further below), or presents a danger to people. Cal. Ed. Code § 48900.5

  14. School Climate and Local Control Funding Formula?: 4 Steps • Yes, for the first time this year every district in the state needs to develop a Local Control Accountability Plan and address 8 state priorities. In it: • 1. Create a baseline/needs assessment for school climate • 2. Set goals for improving school climate and lowering suspensions/expulsions • 3. Adopt specific actions to meet the goals. • 4. Identify expenditures to meet the goals

  15. Similar Students: Similar Funding Funding levels once LCFF is fully implemented K - 3rd Grade 7th-8th Grade 9th-12th Grade 4th - 6th Grade *Supplemental and Concentration Grant targets are 20% and 50% respectively of district's average Base Grant (including add-ons) 9

  16. How Much Will Your District Receive? • Two online tools: • Ed Source: http://edsource.org/today/wp-content/iframe/topic-features/lcff-topic/districts.html • West Ed: http://lcff.wested.org/ • Public Records Act Request: Ask your district!

  17. District LCAP Adoption:Minimum Legal Requirements– Adoption by July 1 of this year Source: Legislative Analyst’s Office – An Overview of the Local Control Funding Formula, July 29, 2013. www.lao.ca.gov 15

  18. How We Can Fix School Discipline: LCFF Toolkit • Step by Step Guide: Meeting the School Climate Requirement • Where: Online at FixSchoolDiscipline.org • Cost: FREE

  19. 1. LCAP: Baseline Data/Need • Required: • Suspension and expulsion rates • Broken down by: • subgroup – ELL, FY, LI, etc. • school • Best Practice: • Number of in school and out of school suspensions • “Willful defiance” suspensions • # of students suspended • http://dq.cde.ca.gov/dataquest/

  20. 1. LCAP: Baseline Data/Need (cont.) • Best Practice: • Teacher suspensions • Office referrals and removals • School Climate Survey: California Healthy Kids Survey, School Climate & Learning Conditions Module --- http://cscs.wested.org/ • Police referrals/arrests/citations A few questions: • (for teachers) Do you feel that you have sufficient training to help you manage your classroom? • If not, what additional training do you need? • (for students) What do you think would make your school safer? Help students not to get in trouble in school? • (for administrators) What resources or training do you need to lower your suspension and expulsion rates while keeping your campus safe?

  21. HYPOTHETICAL LCAP – ABC SCHOOL DISTRICT (baseline/need) • Suspensions for “willful defiance” - 40% of all suspensions (estimate 500 lost learning days per month) • African-Americans, 9% of the population, 50% of overall suspensions • Foster youth, 12% of population, 30% of overall suspensions • Apple High School, suspension rate 40% and 10 students arrested per month • Teacher referrals, “non-compliant behavior” – thousands per month • Teachers report – no training on alternatives, no help with classroom management • Expulsions – 10% over state rate, a number for willful defiance

  22. 2. LCAP: SETTING GOALS • Examples for ABC School District? • Reduce the number of suspensions for non-violent offenses generally by 10% or more per year? • Eliminate out of school suspensions for willful defiance? • Reduce disproportionality in suspensions for AA students by 10% per year • Separate goal for Apple High School? • Reduce/eliminate expulsions for non-mandatory offenses – utilize other alternatives?

  23. 2. LCAP: SETTING GOALS

  24. 3. LCAP: Taking Specific Actions • What evidence-based strategies--such as positive behavior interventions and supports, restorative justice, programs teaching prosocial behavior or anger management, peer mediation, or other alternatives to suspension and expulsion such as those in EC 48900.5—will the district use to achieve the goal(s)? • What training will the district provide to teachers, administrators and/or other staff to increase their ability to provide support to students struggling with behavior issues and to reduce disparities and disproportionality? • Are the actions district-wide or school-wide ? Will the actions allow the district to meet the goal, particularly goals specific to a particular subgroup? • Are there any policy changes that will meet the goals?

  25. 3. LCAP: Taking Specific Action • Restorative justice/practices • Social Emotional Learning • School-wide Positive Behavior Interventions and Supports • Trauma Sensitive Schools • Implicit/explicit bias training

  26. 3. LCAP: Evidence Based Alternatives Restorative Practices/Justice • Restorative Justice for Oakland Youth, bringing restorative practices into Oakland schools - http://www.rjoyoakland.org/ International Institute for Restorative Practices, graduate school devoted entirely to the teaching, research and dissemination of restorative practices -http://www.iirp.edu Safer Saner Schools, project of IIRP, focused on achieving whole-school change though restorative practices -http://www.safersanerschools.org. Restorative Justice Online, a service of the Prison Fellowship International Centre for Justice and Reconciliation which provides intensive information about Restorative Justice http://www.restorativejustice.org/

  27. 3. LCAP: Evidence Based Alternatives Social Emotional Learning • Acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably. • More information: Collaborative for Academic, Social and Emotional Learning (CASEL) – an organization providing funding, information, training and research around Social and Emotional Learning - www.casel.org

  28. 3. LCAP: Evidence Based Alternatives School-wide Positive Behavior Interventions and Supports • School-wide research-based system that is “based on the assumption that actively teaching and acknowledging expected behavior can change the extent to which students expect appropriate behavior from themselves and each other.”  • Serious behavior problems and overall school climate improve because faculty and staff actively teach positive behavior, through modeling expected behavior and rewarding positive behaviors, such as academic achievement, following adult requests, and engaging in safe behavior. Simonsen, B., Sugai, G., & Negron, M. (2008).School-wide positive behavior supports: Primarysystems and practices, Teaching Exceptional Children, 40(6). 32-40..

  29. 3. LCAP: Evidence Based Alternatives SWPBIS • California Services for Technical Assistance and Training– www.CalSTAT.org • Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports – www.PBIS.org • California Technical Assistance Center on Positive Behavioral Interventions and Supports – www.pbiscaltac.org • Dr. Jeff Sprague, University of Oregon - http://pages.uoregon.edu/ivdb/bios/sprague.html • Safe and Civil Schools - http://www.safeandcivilschools.com/

  30. 3. LCAP: Evidence Based Alternatives Trauma Sensitive Schools • Exposure to trauma hurt a child’s ability to self-regulate emotions and on executive functioning. • Traditional response: punishment, which reinforces trauma, results in loss of instructional time, adds to stress, contributes to disengagement • Address the behavioral health needs of students in a proactive manner, increase the resources available to promote educational goals. • DePrince, A., Weinzieri, K., & Combs, M. (2009). “Executive function performance and trauma exposure in a community sample of children.” Child Abuse & Neglect, 22: 353-361. • Resources: • The Behavioral Health and Public Schools Framework, Introduction to the Framework http://BPHS321.org • HEARTS: http://medschool2.ucsf.edu/spotlights/ucsf-hearts)

  31. 3. LCAP: Evidence Based Alternatives Implicit/Explicit Bias Training • Address disproportionate suspension rates • Hone in on strategies, such as home visits or increasing parent-school staff connections and relationships, shown to reduce disparities • Resources: FixSchoolDiscipline.org /toolkit/webinar-archive/ and check out the free training by Tia Martinez from UCLA Civil Rights Project on this topic!

  32. 3. LCAP: Taking Specific Actions TOP 10 POLICY CHANGE IDEAS: • “Discipline matrix” with community members of alternative disciplinary measures to document and use prior to suspension, • Fully implement alternatives to suspension and expulsion in all schools, • Eliminate suspensions for willful defiance, • Annual training for all staff on implicit bias and how to address it • Funding increases for school counselors and intervention workers and no more funding to school police • Alternative process for non-mandatory expulsions • Document and track alternatives to suspension • MOU to define role of police on campus/ensuring school discipline addressed by school administrators • Stop citations and arrests for middle and elementary school students • Stop citations and arrests for low-level offenses – increase diversion

  33. 3. LCAP: TAKING SPECIFIC ACTION

  34. 4. LCAP: Identifying Expenditures • Must list amount of $ for each specific action • Must identify how “supplemental” and “concentration” funding is used to increase or improve services for ELL, Low Income & Foster youth • Best practice: • $ for school climate goals • How uses additional resources for ELL, LI, & FY on school climate goals for those students • How much money is enough?

  35. 4. LCAP: Identifying Expenditures

  36. 4. LCAP: Identifying Expenditures • Other Funding sources – part of budget! • Moving away from exclusionary discipline strategies can increase funding. • Pioneer High School in Woodland • Generated nearly $100,000 of savings

  37. For additional resources: FixSchoolDiscipline.org • California Department of Education • Website: http://www.cde.ca.gov/fg/aa/lc/ • Questions: lcff@cde.ca.gov • LCFF Listserv:join-LCFF-list@mlist.cde.ca.gov • WestEdLCFF Implementation: http://lcff.wested.org/ • Edsource: http://edsource.org/today/local-control-funding-formula-guide#.UwJ84EfTldg • U.S. Department of Education Guidelines: http://www2.ed.gov/policy/gen/guid/school-discipline/index.html • Children Now • Children’s Movement: http://www.childrennow.org/school_funding_reform • CA Weighted Formula: http://caweightedformula.com/ • Draft Fiscal Options: http://caweightedformula.com/wp-content/uploads/2013/09/LCFF_ImplementationOptions.pdf 28

  38. Fix School Discipline Toolkit: Comprehensive Resource Regarding Alternatives • Ask for help: Contact Leaders in Your Area! • School and Community Leaders and Experts • Public Counsel • Partners • Tools you can use. • Real life examples from other educators, principals, superintendents making it work! • Free resources, training materials, and funding sources!! • Share best practices. • Free webinars! • Grow and build the network.

  39. Next Steps: Let’s Fix School Discipline! • Technical assistance/onsite and telephone support: contact Sarah Omojola • somojola@publiccounsel.org • Phone: 510.529.3472 • Visit www.FixSchoolDiscipline.org and add your contact information to our list so we can notify you about upcoming webinars, important developments, and more opportunities to fix school discipline. • Weigh in with your questions, comments and ideas on our blog. • Share your stories, strategies, and best practices with us for inclusion in the toolkits.

  40. Black Organizing Project: Creating safe schools in Oakland Reducing suspensions, expulsions and contact with law enforcement

  41. What is BOP? The Black Organizing Project (BOP) is a Black, Member-led, Grassroots Community Organization working for social, racial, and economic justice in Oakland, CA. Black People Organized to Win Real Change!

  42. What is BOP? Our vision is to build a strong, bottom-up organization of Black people that will: • CRAFT alternative models and institutions that will advance our vision of racial and economic justice • REBUILDthe spirit and foundation of our community • EXERCISE political and economic power • ACT to win real systemic change • TRANSFORM the lives of Black people • EMBODY the spirit that has sustained the Black community

  43. About the Black Organizing Project (BOP) • Founded in November 2009 • Had official membership meeting in March 2010 • 2010-2011 Held listening sessions to hear from the community • October 2011 launched our first campaign: Bettering Our School System (BOSS) • July 2012 won school police complaint policy • August 2013 released report about over policing youth and how it impacts Black youth the worst

  44. Oct. 2011- BOP Launches the Bettering Our School System Campaign (BOSS)… Target: The Oakland Unified School District (OUSD) Purpose: Campaign around the transparency and full accountability of the Oakland School Police Department (OSPD) and guarantee the physical, emotional, and educational safety of Oakland public school students. School to Prison Pipeline Police Accountability School Discipline Alternative Solutions

  45. What Do Students Have to Say? BOP surveyed students at six different Oakland Public Schools: • Oakland Technical High School • Castlemont High School • Skyline High School • Fremont High School • Oakland High School • McClymonds High School

  46. Do You Believe In Alternatives to Police? • Peer court • Better trained security guards • Team conflict group • Parent involvement • Community involvement • Work out conflicts with our teachers • Unity and peace • Mediation with student peer counseling • Anger management • Yoga • Less police • Security guards that understand the students • Art • Violence awareness classes

  47. Oakland Unified Enrollment By Race(2011-2012)

  48. Oakland School Police Department (OSPD) Arrest Data 2010-2012 From 2010-2012, 72% of students arrested by the Oakland School Police Department were Black.

  49. Oakland Police Department Arrests For “Least Serious” Offenses 2012 • In 2012, Black youth made up about 72% of total arrests for what OPD categorizes as “Least-Serious Offenses.” These include: • gambling • liquor laws • drunkenness • disorderly conduct • curfew and loitering violations • run-aways • Black youth have made up at least 72% of these arrests every year since 2007.

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