The Association’s Role in Closing the Achievement Gap CTA Presidents’ Conference 2015 San Jose, CA Chad Cooper/RUS, Imperial Kenya Spearman/RUS, Sacramento

Can you relate?

This training will highlight the opportunity to engage in the Local Control and Accountability Plan (LCAP) development to address the needs of students who are better served with a “wraparound” approach to learning. Supportive services such as mental health providers, arts instruction, positive behavioral intervention and supports (PBIS), and the like will be covered. Additionally, a guidance to community engagement will be presented.

Student suspensions is a hot topic. Fear mounts when supportive structures are not in place at the school site. Administration is fearful of parent complaints and possible litigation around disparate treatment of students. How do we come together to foster a strong learning and teaching environment?

“A Disturbing National Trend”… “…students are funneled out of public schools and into the juvenile and criminal justice systems.” Source: American Civil Liberties Union (ACLU)

Out of School and Off Track (UCLA Civil Rights Project, 4/2013)

National data from 6,779 school districts reveal that, in school year: In 839 districts, >10% of their students suspended. In several of nation's largest districts (Chicago, Columbus, Memphis, etc.), > 18% suspended. In 200 districts, > 20% suspended. 3.3 million students received out-of school suspensions. Source: UCLA Civil Rights Project

Same Survey Showed Racial Disproportionality in Suspension Rates 1/3 of 3.3 million suspensions were Black; 1/10 were Hispanic Among all students enrolled in K-12 1/6 (17%) Black students suspended 1/13 (8%) Native Americans suspended 1/14 (7%) Latinos suspended 1/20 (5%) White students suspended 1/50 (2%) Asian Americans suspended Source: UCLA Civil Rights Project

Greater Racial Disproportionality for Children of Color with Disabilities For all children of color combined, >13% of students with disabilities suspended. Note: This is twice the national rate of their non-disabled peers. For nation’s largest school districts, sometimes more than 33% of male students of color with disabilities suspended. Source: UCLA Civil Rights Project

Indicators that a student of color is moving into the pipeline: Low academic achievement Failure to progress toward graduation Being a student of color with a disability Dropping out Lack of adequate support systems Expulsions and lengthy or multiple out of school suspensions

Dispelling Myths Research shows no legitimate justifications for disparate treatment. There is no evidence that students of color misbehave more than white students. However, they are punished more severely, often for less serious behaviors. African-American, Hispanic, and Native American children are far more likely to be suspended, expelled, or arrested for the same conduct as their White peers at school. Source : Council of State Governments

Dispelling Myths Instead of addressing serious threats to school safety, most of these punishments are for classroom disruptions skipping school minor fights dress code violations “disrespecting” a teacher other such behaviors Source : Council of State Governments

Texas Study Supports National Findings and Elaborates on Impact A student of color expelled for a “discretionary” violation was nearly 3X as likely to be in contact with the juvenile justice system the following year. Source : Council of State Governments

Other Impacts Current zero tolerance and other exclusionary school discipline policies and higher rates of student alienation, anxiety, rejection, and distrust of adults. Source: American Psychological Association Young adults with histories of school suspension are less likely to vote and volunteer in civic activities Source: Discipline and Participation, a joint study by University of Delaware and Arizona State University

Focus: Exclusionary School Discipline Policies and Practices “Dramatic increases in the use of lengthy out of school suspensions, expulsions, referrals to alternative schools, referrals to law enforcement, and school-based arrests have blurred the line between the education and criminal justice systems.” Source: The Advancement Project

California Education Code, Title 2: Elementary and Secondary Education Division 4: Instruction and Services Part 27: Pupils Chapter 6: Pupil Rights and Responsibilities Article 1: Suspension or Expulsion

September 2014 chaptered changes

48910

48925

Nolan in I.S.S.

Local Control Accountability Plan 8 State Priorities 1. Access to core services 2. Pupil achievement 3. Pupil engagement 4. Parent involvement 5. School climate 6. Implementation of the Common Core State Standards 7. Access to a broad course of study and programs for high-needs and exceptional students 8. Other student outcomes

Student Engagement (5) Pupil engagement, as measured by all of the following, as applicable: (A) School attendance rates. (B) Chronic absenteeism rates. (C) Middle school dropout rates, as described in paragraph (3) of subdivision (a) of Section (D) High school dropout rates. (E) High school graduation rates.

School Climate (6) School climate, as measured by all of the following, as applicable: (A) Pupil suspension rates. (B) Pupil expulsion rates. (C) Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.

October 2013NSO Org4Pwr 25 Maslow’s Hierarchy of Needs Growth & Being Needs Deficit Needs Helping Others Self-aware, Fulfilling their potential Emotional Needs Cognitive Needs Water, Air, Food and Sleep Work, Insurance, Safe, Shelter Belonging, Love, Affection Recognition, Personal Worth, Accomplishment, Self-Esteem Transcendence Self-Actualization Aesthetic Needs Know & Understand Needs Physiological Needs Security Needs Social Needs Esteem Needs

So…..you made it… What was school like for you? What supportive structures and/or persons guided you through things you were limited in accomplishing alone? When looking at Maslow’s Hierarchy of need, where were you when going through school? How? Why?

So what do we do?  How do we keep students in school?  How do we teach them good behavior?  How do we help students to succeed ?  What does support look like for the teacher and the students?  How do we get communities involved?

Maslow’s Hierarchy of Needs

Solutions 8 areas guide for organizing and engagement Student support Personnel: trained and communicative Partnerships: mental health services, community members, local businesses Positive Behavioral Intervention and Support Restorative Justice Programs

Testimonials

ucla

Resources SCOPE IPD Office of Juvenile Justice and Delinquency Prevention Supportive School Discipline Initiative (SSDI)

Bibliography LAUSD: Discipline Policy Notebook US Department of Justice: Bureau of Justice Statistics Breaking School Rules - Public Policy Research Institute Center for Civil Rights Remedies – At the Civil Rights Project United Teachers/UTLA Newsletter-Building a Movement for Change Dissent Magazine: Teacher-Community Unionism: A Lesson for St. Paul LAUSD/LCAP

Thank you

Know the system SARB: School Attendance Review Board, e.c Objective Roles potential

Build community From Bowling Alone (Robert D. Putnam) to social capital