1. Leadership October 15 & 16, 2014

2. Burning Items Confidentiality 90 Day Timeline/Compensatory Ed. (Indicator 11) 1. One 63 days beyond 90 day timeline 2. One 21 days beyond 90 day timeline 3. One 4 days beyond 90 day timeline

3. 90 Day Timeline 7-10 days for receipt of referral to meeting 7-10 days to obtain DEC-2 and send to ECO 7 days for compliance review and scheduling 42 days to test and write report 3 days to send report to school 7-10 days to hold meeting 7 days to obtain DEC-6 … this equals 89 days

4. Obtaining Permission Each school should determine their policy for obtaining permissions. Note the example below: After 3 days call parent After 1 day call parent again After 1 day- send out school social worker After 1 day- send out school resource officer If still no response, determine whether to continue trying or to close out referral.

5. Meeting/Paperwork When a meeting is held, it should take 7-10 days to turn in paperwork to ECO. Every effort should be made to obtain DEC-2 and DEC-6 by the next pickup day. Pick-ups are still made on Tuesdays and Thursdays.

6. Guiding Questions What do you know about disciplinary disproportionality in Scotland County Schools? What data sources did you use to reveal this to you?

7. What is Disciplinary Disproportionality? Term used to describe the inequitable distribution of disciplinary actions in schools (Wallace, Goodkind, Wallace, & Bachman, 2008) Exclusionary disciplinary practices Inequity occurs on the basis of race

8. Disciplinary disproportionality Disproportionality refers to a particular racial/ethnic group being represented in a given category at a significantly higher or lower rate than other racial/ethnic groups.  All groups should be represented in the amount of office referrals proportionate to population proportions of the school district. Indicator 4

9. WHAT ARE WE REALLY TALKING ABOUT? Disciplinary Disproportionality Can we discuss disciplinary disproportionality without discussing race? -Behavior -Policies & Procedures -Rules & Expectations -Inequitable outcomes -Race

10. 2013-2014 Discipline Data Race/Ethnicity American Indian ……………………. 606 Asian …………………………………….. 7 Hispanic ………………………………… 96 Two or More …………………………. 188 Native Hawaiian ……………………. 0 White …………………………………….. 641 Black/African American ………… 3121 Total ………………………………………. 4659

11. Civil Rights Data Collection Report, March 2014 (data from 11/12 SY) U.S. Department of Education, Office for Civil Rights.(2014).

12. Referral by Grade Infractions for grades Pre-k to 3 are all below 120. Grade 4 below: 250 (233) Grade 5 below: 300 (271) Grade 6 below: 500 (499) Grade 7 Highest # of referrals: 848 Grade 9 Second Highest # of referrals: 840

13. Top 5 Infractions 1: Disruptive Behavior ……… 1681 2: Insubordination ……………. 648 3: Excessive tardies ………….. 371 4: Inappropriate Lang./Disrespect 293 5: Fighting …………………………………. 250

14. Think Pair Share What factors associated with each of the 5 domains do you believe might be influencing disciplinary disproportionality in Scotland? Policy Disciplinary Practices Cultural/Racial Beliefs Relationships Data Practices

15. Findings from the Four Domains of Power Analysis Policy Disciplinary Practices Cultural Beliefs Relationships -Inconsistency and lack of clarity -Omissions - Inconsistency, subjectivity, and lack of awareness -Disciplinary practices that do not account for cultural/racial differences -Defensiveness/ denial -Believed to be most significant factors -Cultural beliefs appear to have replaced racial beliefs -Lack of awareness -Avoidance of race -Lack of value for establishing relationships

16. Model for Evaluating Disciplinary Disproportionality Policy Disciplinary Practices Cultural/Racial Beliefs Relationships Data Practices

17. Lessons Learned From Research Access to data is a barrier Easier to start with policies PBIS teams and clear behavioral definitions can have a huge impact Awareness alone can impact outcomes Slow process Coaching is critical How the team feels about the work matters Much more work needs to be done to evaluate cultural beliefs and relationships

18. Where do We Begin in Scotland? Data Collection Disciplinary Data for 2013-2014 refined Review Disciplinary Data for Current Year Consistency in data reporting (current, accurate, complete) Review of Discipline Policies Complete Disciplinary Survey district wide and analyze data Recommendation: All discipline Data to include Bounces

19. Calculating risk index The Question… “For African American students, what is the risk of being referred?” The Formula: African American ODR = % of AA ODR All African American Students (ADM) Example: 100 African American students with ODR = 50% Risk Index 200 total African American student in school The Statement: “______ percent of all African American students are at risk of being referred.”

20. Calculating risk ratio The Question… “What is the risk of office referrals for African American students, compared to the risk for students of all other races?” The Formula: AA Risk Index = Relative Risk Ratio Risk Index for students of other races Example:.5 =3.84.13 The Statement: “African American students are ____ times more likely than ‘Students of other races’ to receive a discipline referral.

21. Other Actions To Be Taken Implement PBIS In all Schools (Leader In Me Counts) Identify CEIS Students in Target Schools Develop Programs of Support for CEIS Students Provide PD on classroom management Provide PD on Verbal De-escalation Have 2 PBIS Trainers in the District (Synan & Davis) Monthly Meetings with PBIS Regional Rep. Revised FBA/BIP process Restructure and Revise Behavior Support Program

22. Calculation Misperceptions The Risk Ratio can be elevated because of duplicate referrals from a small number of students. The Risk Ratio matters more than the Risk Index when problem-solving. Disproportionality cannot occur in a school where African American students are the majority racial group? False

23. Level of concern Any level of disproportionality (risk ratio > 1) represents a potential area of concern. North Carolina uses levels of significance to determine the areas of concern.

24. Questions Presented By Fannie L. Mason Exceptional Children’s Department