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Exploring topics related to equity in graduation success

October GATE Equity Webinar: Rethinking Discipline: A Systems Approach to Supporting Positive Behavior. Exploring topics related to equity in graduation success Kefi Andersen – OSPI Graduation Equity Program Supervisor

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Exploring topics related to equity in graduation success

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  1. October GATE Equity Webinar:Rethinking Discipline: A Systems Approach to Supporting Positive Behavior Exploring topics related to equity in graduation success Kefi Andersen – OSPI Graduation Equity Program Supervisor Josh Lynch – OSPI Student Discipline, Behavior, and Readiness to Learn Program Supervisor Kelcey Schmitz – OSPI Center for the Improvement of Student Learning Special guests: Battleground School District

  2. Student Discipline: Deeper Dive Webinars Today! Coming Soon! • Registerhttps://zoom.us/webinar/register/6aa7bc25b87791637510d14dfea9e911 Register bit.ly/disciplinewebinar OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  3. Superintendent Reykdal’s K-12 Education Vision “The goal of our education system is to prepare all of our students for post-secondary aspirations, careers, and life.” OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  4. Measures of Success • Increase four- and five-year high school graduation rates • Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education • Performance Indicators • We must help students: • Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS). • Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment. • Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades. • Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit. • Enroll in college-level courses and earn dual credit. • Take the SAT and ACT and earn college-ready scores. • Access financial aid for post-secondary learning. • We must help students avoid: • 9th-grade course failure. • Suspensions and expulsions. • Chronic absenteeism. Measuring Success

  5. Today’s Topics • Recent WA legislation and OSPI implementation • Practical advice for implementing systems change from Battleground School District • Resources to support implementation http://k12.wa.us/MTSS/default.aspx OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  6. Discipline Data:2015–16 School Year Discipline data publically released on August 4, 2017 3.7% of all students in Washington were suspended or expelled during the 2015–16 school year (42,581 students in total) Statewide discipline rates are decreasing: Out-of-School Exclusions: 5% decrease (1804 fewer students than 2014–15) Long-term Suspensions: 18% decrease (592 fewer students than 2014–15) Expulsions: 41% decrease (497 fewer students than 2014–15) However, racial disparities and disparities by other student groups continue…

  7. Race Trend http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DisciplineRates.aspx

  8. HB 1541 (2016): Overview (a) Reduce the length of time students of color are excluded from school due to suspension and expulsion and provide students support for reengagement plans; (b) Enhance the cultural competence of current and future educators and classified staff; (c) Endorse all educators in English language learner and second language acquisition; (d) Account for the transitional bilingual instruction program instructional services provided to English language learner students; (e) Analyze the opportunity gap through deeper disaggregation of student demographic data; (f) Invest in the recruitment, hiring, and retention of educators of color; (g) Incorporate integrated student services and family engagement; and (h) Strengthen student transitions at each stage of the education development pathway: Early learning to elementary, elementary to secondary, secondary to college and career.

  9. 4SHB 1541:Disproportionality in Student Discipline • A long-term suspension or expulsion must not exceed the length of an academic term. • School districts restricted from using long-term suspension or expulsion except for certain severe behavior violations. • School districts may not suspend the provision of educational services as a disciplinary action and must provide an opportunity for students to receive educational services while suspended or expelled. • School districts must use disaggregated data to monitor the impact of district discipline policies and procedures. • School districts must review and update discipline policies and procedures in consultation with staff, students, families, and the community.

  10. Recent Laws:Intended Impact Consistent with research on best practices in discipline, recent federal and state laws are intended to: 1) Limit the use of exclusionary discipline practices in schools. 2) Minimize the impact of exclusionary discipline practices on students who are excluded. 3) Reduce disparities in the administration of student discipline

  11. Recent Changes in State LawsExample: Length of Exclusions

  12. Recent Changes in State LawsImpact: Long-Term Suspension and Expulsion Long-Term Suspension Expulsion OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  13. Discipline Training: Implementing HB 1541 Sec. 104 Purpose: To support implementation of discipline policies and procedures under WA State law. Audience: All school and district staff who interact with students, including instructional staff and non-instructional staff. Timeline: Training modules will be developed and released in phases during the 2017–18 school year. Format: Modules will be made available online in formatting that allows both in-person and online delivery of the content.

  14. Discipline Training: Content • The first module will provide a foundation for understanding best practices in discipline and discipline laws. • Subsequent modules will provide additional details regarding the use of data, due process, and other discipline procedures.

  15. Discipline Training 2017–18 Timeline Discipline Rules: Public Comment Period Closes Nov. 13, 2017 Discipline Rules: Final Rules Adopted March, 2018* Module 1: Webinar Oct. 11, 2017 Discipline Rules: Final Rules Effective • 2018–19 School Year* Additional Modules: Regional Training Opportunities and Content Online • Feb. 2018–June 2018* Module 1: Regional Training Opportunities and Content Online • Nov. 2017–Feb 2018* Training Modules: Content Updates and Refinements • June 2018–ongoing* Module 1: Webinar Content Online October, 2017* Additional Modules: Development • Nov. 2017–Apr. 2018* *Tentative OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  16. Discipline Training Module 1: Content The Purpose of Discipline in K–12 Education The Impact of Exclusionary Discipline Practices Recent Laws and Public Policy Recent Research and Best Practices in Discipline Family Engagement Multi-Tiered System of Supports (MTSS)

  17. Discipline Rule Making • Substantial rewrite of Chapter 392-400 WAC for the purpose of: • Improving the clarity and readability of the rules for both school districts and families • Clarifying requirements that became effective in 2016 with passage of House Bill 1541 • Increasing opportunities for families to participate in the development of discipline policies and in resolving discipline-related issues • Incorporating feedback from internal and external groups, including the Student Discipline Task Force that OSPI reconvened between Oct. 2016 and Jan. 2017

  18. Student Discipline Proposed Rules Public comment period is open until November 13, 2017 at 5:00pm Written comments: DisciplineRuleComments@k12.wa.us Public Hearings: October 17, 2017 | Spokane | 1:30–4:30 p.m. October 30, 2017 | Yakima | 3:00–6:00 p.m. November 7, 2017 | Renton | 1:00–5:00 p.m. November 13, 2017 | Olympia | 1:00–4:00 p.m. For more information: http://www.k12.wa.us/studentdiscipline/rules

  19. Questions & Polling • Where are you at in PBIS/MTSS implementation? • A. Exploration – learn more information • B. Installation – prepare, plan, and acquire resources • C. Initial Implementation – assess and adjust • D. Full Implementation –Monitor and improve Question | CC 0 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  20. Battle Ground and All Districts OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  21. Battle Ground Student Groups OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  22. BG Race Trend 2013-2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  23. BG trend 2013-2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  24. BG Low Income Trend OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  25. Denny Waters BGPS Deputy Superintendent Sandy Mathewson BGPS Director of Social and Emotional Learning Kristen McIntyre and Tamra Scheetz District PBIS Coaches Sunnyside High School OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  26. Battle Ground Public Schools At a Glance • 273 square miles • Supports over 13,000 students • Ranges from suburban to rural • Over 1,400 staff members • 18 Schools • Over 31% Free or Reduced Price Meals 6 Primary (K-4) One 3-12 Academy 6 Middle (5-8) One Alternative High School One K-8 School One Home-School Support Program 2 Comprehensive High Schools OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  27. Why Did You Begin This Work? To get to all, We must pay attention to every. We must pay attention to the system first, and then we move to small groups and individuals. -Dave Tilly OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  28. BG Strategic Plan OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  29. Process For Building A System OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  30. Key Strategies And Interventions • Goal has always been sustainability beyond the life of the grant • For each type of support (PBIS, Prevention/Intervention, and Mental Health Counseling), there is a tiered system that includes referral processes, decision rules, and data collection • Each support has a building-based team monitoring and adjusting procedures as needed. Each also has a district-office based coach or director who checks in regularly with all school teams. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  31. PBIS Implementation • 2 full-time district-wide PBIS coaches • District-level PBIS team with 23 members • All schools are implementing components of Tier 1 and have PBIS teams that meet at least monthly • 9 of our 18 schools are fullyimplementing Tier 1! • Schools that are ready have moved on to Tier 2 implementation • Second Step social-emotional learning program purchased for all primary buildings. Planning for delivery across district in 2017-18.

  32. Outcome Data:Suspensions and Expulsions OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  33. Outcome Data – District Wide Bullying 27% Reduction! 17% Reduction! OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  34. School Progress

  35. Example in Action OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  36. What Advice Would You Give To People Starting This Work? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  37. Questions & Polling • What is one major takeaway you have from Battle Ground? • Let’s learn together: • Type it in the chat box – share your thought with everyone. Question | CC 0 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  38. Four key elements of implementing a tiered framework for behavior Supporting Social Competence & Academic Achievement OUTCOMES • Data: Supporting • Decision Making • Increase precision of decision making • Office discipline referrals • Attendance, truancy • School improvement goal progress • Process tools (fidelity) • Systems: Supporting • Staff Behavior • Maximize alignment, integration, fluency, fidelity sustainability, adaptation, and scaling • Team approach • Administrator participation • Training and coaching • Community of practice DATA SYSTEMS PRACTICES • Practices: Supporting Student Behavior • Prioritize evidence-based practices • Define behaviors, expectations, and rules • Teach, model, monitor, and acknowledge behaviors • Correcting behavior errors

  39. WA State MTSS Framework http://k12.wa.us/MTSS/default.aspx

  40. Integrating Existing Systems: Achieving Efficiency and Effectiveness Central Valley School District Academics Attendance School Climate Safety Behavior Social and Emotional Mental/Behavioral Health Dropout Prevention Basic Needs Physical Health Family, School, and Community Partnerships OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  41. MTSS:Implementing Integrated Student Supports4SHB 1541, 2016 Coming Soon! • OSPI promotes a comprehensive and integrated multi-tiered system of support consistent with educational policy experts and researchers advising SEAs, LEAs, and schools to create “a total system designed to unify the resources a school devotes to student and learning supports, as well as braiding in community resources to fill critical gaps and strengthen the system” (Adelman & Taylor, 2016, p.6). Adelman, H., & Taylor, L. (2016). ESSA state consolidated plans: Rethinking MTSS to better address barriers to learning. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/essamtss.pdf

  42. State Menus of Best Practices and Strategies Welcome Background Learning Assistance Program Washington State Institute for Public Policy Integrated Student Supports Protocol Multi-Tiered System of Supports Content Philosophy Menu Entries Implementation Appendices Menu Implementation Workshops Phone: 360-725-6100 |Email: LAP@k12.wa.us http://www.k12.wa.us/menus OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  43. Behavior Menu of Best Practices and Strategies • Student-Centered Practices and Strategies • Behavioral Health • Behavior Monitoring • Mentoring • Peer Mediation • Restorative Justice** • Social Skills Instruction • Educator-Focused Practices and Strategies • Behavior Consultant Teacher/Instructional Coach • De-escalation • Professional Learning Communities • Targeted Professional Learning • Trauma-Informed Approaches** • Transition and Readiness Practices and Strategies • High School Transition Supports and Credit Retrieval • Kindergarten Transitions* • Family and Community Practices and Strategies • Family Engagement** • School-Community Partnerships *New Entry **Updated Entry

  44. Other resources for evidence-based practices • Evidence-based Intervention Network: http://ebi.missouri.edu/ • Intervention Central: www.interventioncentral.org • National PBIS TA Center: www.pbis.org • National Center for Intensive Intervention: www.intensiveintervention.org • SAMHSA National Registry of EBPs: https://www.samhsa.gov/nrepp • Washington State Institute for Public Policy: http://www.wsipp.wa.gov/Reports/PolicyArea/3 • What Works Clearinghouse: https://ies.ed.gov/ncee/wwc/ OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  45. Data: Increase precision of decision making • OSPI Data Analytics • Healthy Youth Survey • Community Resource Mapping • ESD Equity and Measures • School Wide Information System (SWIS) – office discipline referrals/time out of class and assessments such as Tiered Fidelity Inventory, School Climate Survey, Benchmarks for Advanced Tiers • Existing data sources (suspension/expulsion, attendance, screening, progress monitoring, diagnostics) • Team Initiated Problem Solving (TIPS) OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  46. OSPI MTSS Resource Page http://www.k12.wa.us/MTSS/Resources.aspx Amber.palmer@k12.wa.us OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  47. Save the date, March 28 – 31, 2018 for the… Expanding World of PBS Conference Info Pre-Conference Workshops: MARCH 28 Skill-Building Workshops: MARCH 31 Breakout Sessions Networking Posters Exhibits San Diego, California Manchester Grand Hyatt San Diego, One Market Place For more information, go to: conference.apbs.org

  48. Survey Tell us how we’re doing: http://www.surveygizmo.com/s3/3887996/2017-18-GATE-Webinar-Series-Survey OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION http://www.clker.com/clipart-discussion-icon.html | CC00

  49. Next Month • 9thGrade Success • November 8, 2017 • 10 a.m. – 11 a.m. Closed License Adobe OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

  50. Creative Commons Images Used OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4.0 International License.

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