Leadership October 15 & 16, 2014. Burning Items Confidentiality 90 Day Timeline/Compensatory Ed. (Indicator 11) 1. One 63 days beyond 90 day timeline.

Slides:



Advertisements
Similar presentations
Significant Disproportionality and CEIS Special Education Directors Meeting September 2010 Dr. Lanai Jennings Coordinator, Office of Special Programs.
Advertisements

Disproportionality in Special Education
Connecting Classrooms to Systems of School-wide PBS
Supporting Students with Challenging Behavior in the Classroom
HOW TO EXAMINE AND USE FAMILY SURVEY DATA TO PLAN FOR PROGRAM IMPROVEMENT Levels of Representativeness: SIOBHAN COLGAN, ECO AT FPG BATYA ELBAUM, DAC -
Can Data Drive Policy and Change in Oakland Schools? NNIP Providence 2012 Urban Strategies Council Taking.
Disproportionality of Racial and Ethnic Groups in Special Education Significant Disproportionality and EIS versus Disproportionate Representation due to.
IDEA Reauthorization and Disproportionality Sammie Lambert, DECS KYCASE Summer Institute Lexington, Kentucky July 16, 2007.
DISPROPORTIONALITY DATA GUIDE Using Discipline Data within SWPBIS to Identify and Address Disproportionality Session B9 Kelsey R. Morris, EdD—University.
Reducing Disproportionality in Suspensions and Positive Behavior Supports Suzann Wilson Lori Rogerson.
Health Equity 101 An Introduction to Health Equity June 26, 2013.
UNDERSTANDING, PLANNING AND PREPARING FOR THE SCHOOL-WIDE EVALUATION TOOL (SET)
3.0 Behavior Data Review and Action Planning SPRING 2012.
The new HBS Chisinau, 26 October Outline 1.How the HBS changed 2.Assessment of data quality 3.Data comparability 4.Conclusions.
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development.
Using Discipline Data to Assess and Address Disproportionality Kent McIntosh University of Oregon Handouts:
Tier 1/Universal Training The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support.
Creative ways to use data: A toolkit for schools Susan Barrett
July 2011 Apr Dec May-June Aug. 2011June Winter 2010 Mar Board Study Session on Equity that included student panel, Q&A and.
Planning to achieve CCSS Implementation Goals Using a Structured Planning & Problem-Solving Process to Support CCSS Implementation.
Communication System Coherent Instructional Program Academic Behavior Support System Strategic FocusBuilding Capacity.
Welcome HS & MS RtI Liaisons! Shirley Jirik, Ed.D. SVVSD RtI Coordinator January 29, 2013.
Monitoring Significant Disproportionality in Special Education Systems Performance Review & Improvement Fall Training 2011.
Oregon’s K-12 ELL/SPED students: Data & outcomes.
I Caceres and B Cohen Division of Research and Epidemiology Bureau of Health Information, Statistics, Research and Evaluation Massachusetts Department.
Community Business Leaders of Tomorrow Kyle Merten Jeanie Long “Leading towards a better tomorrow.”
Fall 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 1 SPP/APR Updates.
1. Learn how data tools can be used to: ◦ help staff get started with School-wide PBIS ◦ check implementation fidelity ◦ monitor progress and establish.
IDEA & Disproportionality Perry Williams, Ph.D. Office of Special Education Programs, U.S. Department of Education.
State Performance Plan (SPP) Annual Performance Report (APR) Dana Corriveau Bureau of Special Education Connecticut State Department of Education ConnCASEOctober.
Achieving Cultural Proficiency – A Leadership Perspective Friday, October 2, 2015 Presenters: Dr. James P. Lee, Superintendent Dr. Drew Davis, Director.
1 Effective Procedures for Dealing with Problem Behaviors.
DEVELOPING AN EVALUATION SYSTEM BOB ALGOZZINE AND STEVE GOODMAN National PBIS Leadership Forum Hyatt Regency O’Hare Rosemont, Illinois October 14, 2010.
Bob Algozzine Rob Horner National PBIS Leadership Forum Chicago Hyatt Regency O’Hare October 8, /
D. Data Entry & Analysis Plan Established. Critical Element PBIS Implementation Goal D. Data Entry & Analysis Plan Established 13. Data system is used.
Reform Model for Change Board of Education presentation by Superintendent: Dr. Kimberly Tooley.
Kentucky Continuous Monitoring Process Spring 2012.
Data Systems Review School-Wide Positive Behavioral Interventions and Supports Training Northwest AEA September 20, 2010.
1. Chapter Three Cultural and Linguistic Diversity and Exceptionality 2.
University of Wisconsin-Eau Claire Andrea C. Privratsky, M.S.E., William Frankenberger, Ph.D. Teacher Attitudes on the use of the Responsive Classroom.
Sources of Disproportionality in Special Education: Tracking Minority Representation through the Referral-to-Eligibility Process Ashley Gibb M. Karega.
Systems Review: Schoolwide Behavior Support Cohort 5: Elementary Schools Winter, 2009.
State Education Agency Strategies for Promoting Equity: Students of Color “ALL” means ALL Darlene Morgan Brown, Ph.D. SECC/TXCC Regional.
Significant Discrepancy in Suspension and Expulsion Rates in West Virginia: Barriers to Implementation of Discipline Policy and Procedures November 15,
School-Wide Positive Behavioral Interventions & Supports: New Team Training Data Entry and Analysis Plan Established Day 2.
Nancy T. Johnson, Ed.D. Exceptional Children Division, North Carolina Department of Public Instruction Data Analyses for Indicator 17/
BoQ Critical Element: Faculty Commitment. Critical Element: Faculty Commitment 4. Faculty are aware of behavior problems across campus (regular data sharing)
Ekaterina P. Forrester, Ph.D.
Issues in the Classification of Race and Ethnicity Data Centers for Disease Control and Prevention National Center for Health Statistics.
White Pages Team Grey Pages Facilitator Team & Facilitator Guide for School-wide Reading Leadership Team Meetings Elementary.
DO WE SAY “ALL” BUT MEAN “SOME”? Data-driven Conversations on Equity & Disproportionality Bert Eliason & Katie Conley PBIS Applications NWPBIS Network.
State Advisory Panel & Interagency Coordinating Council Notice of Proposed Rulemaking (NPRM)Significant Disproportionality & Overview of SAP/ICC Website.
Exceptional Children Program “Serving Today’s Students” Student Assistance Team.
Creative ways to use data: A toolkit for schools Melissa Leahy, Ph.D. Kimberly Muniz, M.A./CAS, NCSP Carroll County Public Schools Maryland.
Understanding the Data on Preschool Child Find and Transition Annual Performance Report Indicator 12 February, 2016
Asheboro City Schools Dr. Cayce McCamish EC Director Representing Asheboro City Schools LEA Self- Assessment Team years of excellence!
Exceptional Children’s Department April 14 &16, 2015.
Agenda Part I Recap of the Final Rule Part II Standard Methodology Part III Remedies Part IV Dates Part V Questions.
R.A.C.C.E. Radical Advocates for Cross Cultural Education
PBIS and Equity in Education
Introduction to Promoting Positive Behavior in Schools:
Disproportionality: Tier Two Monitoring Activities
DISPROPORTIONALITY REGULATIONS
CClick here to get started
Youth Participatory Evaluation in a Public School District
Chronic Absenteeism Equity Profile
Federal Policy & Statewide Assessments for Students with Disabilities
North Carolina Positive Behavior Support Initiative
Strategic Plan Parent Survey
Significant Disproportionality Fiscal Webinar
Presentation transcript:

Leadership October 15 & 16, 2014

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

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

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.

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.

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

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

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

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

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

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

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

Top 5 Infractions 1: Disruptive Behavior ……… : Insubordination …………… : Excessive tardies ………… : Inappropriate Lang./Disrespect 293 5: Fighting …………………………………. 250

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

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

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

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

Where do We Begin in Scotland? Data Collection Disciplinary Data for 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

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.”

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 = The Statement: “African American students are ____ times more likely than ‘Students of other races’ to receive a discipline referral.

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

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

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.

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