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 underwww.laspdg.org 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 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.”

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 5

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 A strategist 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 Completed by District Teams, Administrators, and Teachers, Family Components – Data Discovery Chart – Guiding Questions-Policy – Guiding Questions-Practices – Action Plan Resource Book Policies Tools

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. Completed by – District Teams – Administrators – Teachers To download the complete guide, visit http://www.laspdg.org/ content.cfm?id=417 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. Section 1 -data collection for all students Section 2 -data collection for students with disabilities Section 3 -district discipline team Section 4 -data sharing Step 1-Data Discovery

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. Section 1 –Responses to guiding questions Section 2 -Prioritize Section 3 –Action Plan Step 2-Analyze Policies

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 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

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. Section 1 –Responses to guiding questions Section 2 -Prioritize Section 3 –Action Plan Step 3-Analyze Practices

27. Stakeholder Workbook: Guiding Questions-Practices Questions are focused 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 questions Section 2 -Prioritize Section 3 –Action Plan *Document Review

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

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. 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 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. 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.eduswhitm1@lsu.edu

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 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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