BC SECAC Baltimore City Special Education Citizens’ Advisory Committee February 8, 2016 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

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

New Definitions to Comply with COMAR

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 46+ 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.

Level of Intervention and Disciplinary Response Level I Level I Classroom interventions and responses Contact parent via telephone or email 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

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

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

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

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

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

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

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

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)

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 302. 893)

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.

MSDE has developed new state regulations that will apply to City Schools for the 2015-2016 school year. The Code of Maryland Regulations (COMAR) changes to 13A.08.01 .11, .12, .15, and .21 are in line with the progressive and differentiated approach that City Schools has already taken. Enforcing school board policies (JKA)

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

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?

Office of School Supports 410-396-8672 Office of Climate and Suspension Services 410-396-8643 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