The document discusses alternatives to reducing suspensions and expulsions. It addresses questions about who is typically suspended, why students are suspended, differences among subgroups, and what disciplinary approaches are being used successfully in some school districts. Specifically, it notes that the top reasons for suspensions are defiance, disruptive behavior, and verbal aggression. It also discusses positive behavior interventions and supports (PBIS), restorative justice practices, increasing parent involvement, and using digital learning and differentiated instruction to improve student engagement and reduce infractions.
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Alternatives to Suspension & Explusion
1. Indiana Black Expo
Education Conference
MY NOTES ~ REGARDING ALTERNATIVES TO REDUCE SUSPENSIONS AND EXPULSIONS
PLENARY SESSION, JULY 16, 2015
2. Questions to Address
1) Who is suspended/expelled?
2) Do suspensions rates vary by grade, race/ethnicity, gender?
3) Are their differences among these subgroups within different district categories
4) Why are students being suspended/expelled? What types of incidents are resulting in
suspensions/expulsions?
6) What does the data say regarding the rate of suspensions?
7) What is working in your School Districts?
11) How do you Promote Equity in Student Engagement and Success?
Definitions --- (Maybe have them explain) -- Example: •Removal “means an exclusion from a classroom
for all or part of a single class period, provided such exclusion shall not extend beyond ninety minutes.”
•In-school suspension “means an exclusion from regular classroom activity for no more than ten
consecutive school days, but not exclusion from school…” •Out-of-School suspension “means an
exclusion from school privileges or from transportation services only for no more than ten consecutive
school days…” •Expulsion “means an exclusion from school privileges for more than ten consecutive
school days
3. Why Students are Suspended at MCS
Top Reasons for Suspensions HS MS
Defiance/Insubordination 45% 30%
Disruptive Behavior 2.7% 19.5%
Verbal Aggression/ Profanity 9.4% 7.7%
Tardies 23% N/A
Fighting 3.5% 7.8%
Drugs 0% 0.1%
Weapons 0% 0%
Totals 1168 1024
4. Who is suspended & expelled
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
Black Males White Males Other Males Black Females White Females Other Females
2014-2015 HS Referral Data
% of Referrals % of Population
5. How long do suspensions and
expulsions last?
Most suspensions last one day or less
Some last up to ten days
Expulsions are generally two steps
Expelled and held in abeyance based upon good performance at Alternative
School
Expelled for a semester
My previous experience two calendar year suspensions for weapons or selling
drugs
6. What is working in your School
Districts?
Digital learning: Not just tablets but a more rich digital curriculum that allows
for differentiation and significant student choice on assignments
From NBMS report to the Board 3/2014:
We were hoping to see an increase in student motivation and engagement. As
measured by discipline referrals, detentions and suspensions, we have been
extremely successful. Last year’s seventh graders saw 138 infractions to this point in
the year. This year the seventh graders have had 28 infractions. In comparison, this
year’s 8th graders have had 117 infractions. That is a reduction of nearly 80%.
Absence rates were also reduced with student absences down 46%.
Homework completion rates increased significantly. 59% to 76%
Work to ensure grades are based upon academic achievement and NOT tied
to attendance and/or behavior
8. What is working in your School
Districts? (cont.)
PBIS – Positive Behavior Interventions and Supports
Tries to teach and reinforce positive behaviors instead
of only punishing negative behavior
Similar in concept to Response to Intervention (RtI)
San Jose Unified School District - overview
http://www.sjusd.org/student-services/pbis/what-is-pbis/
PBIS Site & Equity Information
https://www.pbis.org/
https://www.pbis.org/school/equity-pbis
MCS is currently implementing PBIS in multiple schools
Carl Boyd’s concept:
“Nobody rises to low expectations”
9. Restorative Discipline
Another approach, similar to
PBIS is that of Restorative
Discipline or Restorative
Justice
“4 Ps Approach:
Person
Place
Practice
Plan
10. Involving Parents ~ some examples
We required a parent to attend every reentry conference after a
suspension
We gave students incentives to have their parents attend open houses,
conferences, etc.
Had monthly open parent meetings for them to address issues/concerns
with administrators
Encouraged parents to utilize online grade books, etc.
Contacted parents to set up “team conferences” with most at risk
students at MS and HS levels
Required parent contact prior to giving a D or F grade
Editor's Notes
Access to preschool. About 40% of public school districts do not offer preschool, and where it is available, it is mostly part-day only. Of the school districts that operate public preschool programs, barely half are available to all students within the district.
Suspension of preschool children. Black students represent 18% of preschool enrollment but 42% of students suspended once, and 48% of the students suspended more than once.
Access to advanced courses. Eighty-one percent (81%) of Asian-American high school students and 71% of white high school students attend high schools where the full range of math and science courses are offered (Algebra I, geometry, Algebra II, calculus, biology, chemistry, physics). However, less than half of American Indian and Native-Alaskan high school students have access to the full range of math and science courses in their high school. Black students (57%), Latino students (67%), students with disabilities (63%), and English language learner students (65%) also have less access to the full range of courses.
Access to college counselors. Nationwide, one in five high schools lacks a school counselor; in Florida and Minnesota, more than two in five students lack access to a school counselor.
Retention of English learners in high school. English learners make up 5% of high school enrollment but 11% of high school students held back each year.
Graphic from the Opportunity to Learn campaign http://www.otlcampaign.org/sites/default/files/rp-carlos.jpg
.Person: The way each individual (teacher, principal, counselor, support staff) interacts with others in the school community and how that interaction has an impact on relationships
2. Place: The environmental conditions and factors that affect how individuals interact with one another
3. Practice: Opportunities for educators to prevent conflict, resolve challenges, and create chances for relationship growth
4. Plan: A school community’s plan for making restorative practices a regular part of school culture
http://www.otlcampaign.org/sites/default/files/restorative-practices-guide.pdf