1. BC SECAC Baltimore City Special Education Citizens’ Advisory Committee February 8, Mr. Karl E. Perry, Sr., Chief of School Supports Dr. Everett X. Garnett, Director Climate and Suspension Services
Change title and adjust the focus of presentation
“School climate and alternative approaches to discipline”
Cut down the components of ATS to one slide each
----- Meeting Notes (7/19/13 12:12) -----
Presented

2. City Schools Code of Conduct
The Code of Conduct intends to:
Establish clear expectations governing student behavior and discipline
Provide a framework for building and maintaining positive school climate
Learning Session participants will…
Understand methods to effectively use the Code of Conduct when responding to behavioral infractions
Approaching student discipline on a case-by-case basis
Properly conducting investigations and proposing suspensions
Learn about available reference supports and resources that foster safe and orderly environments as evidenced by positive student behavior JKA, JKA-RA, JKA-RB, JKA-RC, JKA-RD, JKA-RE and COMAR
We must work collaboratively to create and maintain healthy standards of conduct and discipline that enable teaching and learning to thrive in safe and secure environments

3. New Definitions to Comply with COMAR

4. New Definitions to Comply with COMAR
Short-term Suspension 1 to 3 days
Long-term Suspension 4 to 10 days
Extended Suspension 11 – 45 days
Expulsion days
The maximum length of a suspension that a school can implement will be lowered from five to three days to align City Schools policies and practices with the new definition of long term suspension.

5. Level of Intervention and Disciplinary Response
Level I
Level I
Classroom interventions and responses
Contact parent via telephone or
Verbal correction
Reminders and redirection
Written reflection or apology
Seat change
Parent or guardian conference
Parent or guardian accompany student to school
Daily progress sheet on behavior
Loss of classroom privileges
Teacher or student conference
Detention
Student support team intervention/responses
Parent or guardian notification
Community conferencing
Mentoring
Peer mediation
Referral to IEP or 504 team
IEP meeting
Develop Functional Behavior Assessment and Behavioral Intervention Plan
Referral to school-based health or mental health clinic
Referral to appropriate after-school program
Service to school
Restitution
Conflict Resolution
Develop student support plan

6. Levels of Intervention and Disciplinary Response
Intensive support and administrative staff interventions and responses
Parent or guardian notification
Change in schedule or class
Restorative practice strategies
Loss of privileges
Restitution
Detention
Conflict resolution
Peer mediation
Reprimand
Referral to student support team (SST)
Referral to IEP or 504 team
Develop Functional Behavioral Assessment and Behavioral Intervention Plan
Community conferencing
In-school suspension
Assignment of classwork projects
Mentoring

7. Levels of Intervention and Disciplinary Response
Suspension and referral responses
Parent or guardian notification
Short-term suspension (one to three days)
Restorative practice strategies
Referral to student support team
Referral to the Twilight and credit recovery program
Referral to IEP team for manifestation determination for students with disabilities
Revision to IEP or 504 (students with disabilities) as needed
Develop Functional Behavioral Assessment and Behavioral Intervention Plan
Community Conferencing
Referral to substance abuse counseling
Referral to community organization

8. Levels of Intervention and Disciplinary Response
Extended suspension and referral responses
Parent or guardian notification
Long-term suspension (4 to 10 days)
Extended suspension (11 to 45 days)
Expulsion (serious behavioral infractions; more than 45 days)
Functional Behavioral Assessment and Behavioral Intervention Plan
Community conferencing
Restorative practice strategies
Referral to IEP team for manifestation determination for students with disabilities
Revision to IEP or 504 (students with disabilities) as needed
Alternative educational placement by Suspension Services
Referral to substance abuse counseling
Permanent expulsion for serious offenses, as outlined in policies and regulations

9. CLIMATE AND ALTERNATIVES TO SUSPENSION
Research indicates that Alternatives to Suspension:
Reduce school disciplinary problems 
Also increases and supports a positive school climate. 
(Skiba ,R.J & Rausch, M.K. (2006). Zero tolerance, suspension, and expulsion: Questions of equity and effectiveness. In C.M. Evertson & C.S.)
Separate slide climate wheel
What does climate have to do with Alternative to suspensions

10. There are many successful alternative approaches to discipline
Alternatives to Suspension
Student Voice
Restorative
Accountability
Relationships
There are many successful alternative approaches to discipline
They all have these components in common
Now that we see suspensions don’t work. What are the alternatives? What do we do when a student misbehaves? This is the introduction of the framework for effective alternatives to suspension.
A continuum of alternatives for students needs to be available in each school. This continuum will provide supports to increase the time a student is able to remain in a structured learning environment; maintain students in a safe, supervised setting; and support a safe learning environment for all students.
Changes to be made:
(are we including information to show that suspensions don’t work? Should we?)
Add a larger circle for relationships
What and a why for each component
----- Meeting Notes (6/26/13 14:37) -----
Come back to that
Cultural competency and relationships
student voice and relationships
Defining what a relationship should look like
----- Meeting Notes (7/1/13 11:37) -----
Needs to be in black
middle in white

11. Students must understand what they did wrong.
Accountability
Students must understand what they did wrong.
Holding students accountable does not always equate to a suspension
Ask the students open ended questions to find out what they were thinking and why they participated in the offense
Ask students what could have been done differently and what they can do next time
----- Meeting Notes (7/24/13 13:55) -----
Move up the little blurb

12. Revisions to SY 2015-2016 Code of Conduct Creating a Positive School Climate

13. Inappropriate or Disruptive Behavior
Absences (103)
Academic Dishonesty (801)
Alcohol (201)
Attack on Student (402)
Bomb Threat (502)
Bullying, Including Cyberbullying and Gang Related Incidents (407)
Bus Violations (704)
Class Cutting (101)
Classroom Disruption (704)
Defiance of Authority and/or Insubordination (701)
Disrespectful Behavior (701)
Dress Code Violation (706)
Drugs or Controlled Substances (201, 203, 891, 892
Extortion (406
False Activation of a Fire Alarm (502)
Fighting (405)
Fire Setting/Arson (501)
Gambling (704)
Hall Misbehavior (704)
Harassment Based on Race, Ethnicity, Gender, Sexual Orientation, Disability or Religion, Including Cyberharassment, against Members of the School Community (407)
Inciting or Participating n Disturbance (704)
Portable Electronic Device use at Unauthorized Times (802)
Property Damage, Including Graffiti (806)

14. Inappropriate or Disruptive Behavior
Remove – Refusal to Obey School Policies (807)
Robbery (406)
School Equipment Use Without Permission (802)
Serious Bodily Injury (408)
Sexually-Based Infraction (602)
Tardiness (102)
Technology Acceptance Use Policy Violation (802)
Theft (803)
Threat Against School Personnel, Written or Verbal (403)
Tobacco Possession or Use (204)
Trespassing (804)
Remove – Unauthorized Sale or Distribution (805)
Verbal or Physical Threat to Student (404)
Weapon, firearms and Explosives )

15. School Police Informed The Baltimore City School Police exists to support school administrators in establishing positive school climates that enables students to receive quality instruction in an engaging learning environment that is safe and orderly. School police will not be involved in matters of routine discipline, as police intervention is designed to be exercised as a last resort. However, imminent threat or danger may warrant police intervention.

16. MSDE has developed new state regulations that will apply to City Schools for the school year. The Code of Maryland Regulations (COMAR) changes to 13A , .12, .15, and .21 are in line with the progressive and differentiated approach that City Schools has already taken. Enforcing school board policies (JKA)

17. JKA Student Discipline JKA-RA Classroom Management and Student Behavioral Interventions JKA-RB Student Suspension and Expulsion JKA-RC Suspension or Expulsion of Students with Disabilities who Qualify for Services under IDEA JKA-RD Suspension and Expulsion of a Student with Disabilities Under Section 504 JKA-RE Students Suspected of Having a Disability

18. Answers to Frequently Asked Question What about Me
Answers to Frequently Asked Question What about Me? Why is the student back in this school? Why is this student back in my class?

19. Office of School Supports 410-396-8672
Office of Climate and Suspension Services
Support Staff
Mr. Karl Perry, Sr.
Chief of School Supports
Dr. Everett X. Garnett
Director of Climate and Suspension Services
Ms. Lori Hines
Coordinator of Climate and Suspension Services