1. Alternatives to Suspension and Expulsion
February 26, 2016 Julia Slater
Michael Minor

2. PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4. Disciplinary Exclusions
Largely ineffective in reducing problem behavior
Suspensions do not serve as a deterrent for misbehavior
*Suspensions may reinforce problem behaviors for students wanting to escape or avoid school (Sundius &Farneth, 2008)

5. Disciplinary Exclusions
Students are losing important instructional time Long-term negative trajectory for students

6. What do we know?
Infographic around present national data

7. Prekindergarteners Left Behind: Expulsion rates (2005)
*Preschool children are 3X more likely to be “expelled” than children in grades K-12 **For preschool-age child care programs, expulsion rate more than 13 X higher than K through 12

8. 2014 Alarming Disparities in Preschool
Black children
18% of preschool population
But 48% of all repeat suspensions
Boys
54% of preschool population
But 82% of repeat suspensions
Children with developmental delays (unidentified)
Limited English Proficient children-and parents

9. Preschool discipline
The inclusion for the first time in the CRDC of preschool data confirms that discipline begins in the earliest years of schooling. Of the school districts with children participating in preschool programs, 6% reported suspending out of school at least one preschool child. Racial disparities in out-of-school suspensions also start early; black children represent 18% of preschool enrollment, but 42% of the preschool children suspended once, and 48% of the preschool children suspended more than once.
U.S. Department of Education Office for Civil Rights 3 Civil Rights Data Collection: Data Snapshot (School Discipline) March 21, 2014
NOTE: Detail may not sum to 100% due to rounding. Figure reflects 99% of schools offering preschool, including over 1 million preschool students, nearly 5,000 students suspended once, and over 2,500 students suspended more than once. Preschool suspensions and expulsions were collected for the first time in 2011–12.
SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011–12.

10. U.S. Department of Education Office for Civil Rights 3 Civil Rights Data Collection: Data Snapshot (School Discipline) March 21, 2014

11. U.S. Department of Education Office for Civil Rights 3 Civil Rights Data Collection: Data Snapshot (School Discipline) March 21, 2014

12. U.S. Department of Education Office for Civil Rights 3 Civil Rights Data Collection: Data Snapshot (School Discipline) March 21, 2014

13. Program factors Teacher factors
Factors (other than child behavior) related to an increased risk for expulsion
Program factors
group sizes
child-teacher ratios
availability of consultants
support staff to assist teachers with managing challenging behaviors
Teacher factors
teacher depression
teacher job stress

14. Negative trajectory can begin before kindergarten
Long term negative education and life outcomes:
More likely to be disciplined in higher grades
More likely to be incarcerated later in life
More likely to become truant
More likely to drop out of school
Less likely to graduate from high school
More likely to develop substance abuse issues

15. Can Preschool Expulsion Be Prevented? Research Says Yes!
Support to teachers dealing with troubling or difficult behaviors
Confidence
Competence
Commitment
Can Preschool Expulsion Be Prevented?

16. Positive School Climate
Commitment to:
Intentional, strengths-focused relationships with children and their families
Culturally responsive practices
Implementing strategies to build positive teacher student relationships
Nurture social emotional development
Active, engaging learning environments
Supporting School Readiness of Young African American Boys (2015) Office of Head Start National Center for Cultural and Linguistic Responsiveness

18. Key Social Emotional Skills Children Need as They Enter Kindergarten
Confidence
Develop good relationships with peers and adults
Concentration
Persistence with challenging tasks
Ability to effectively communication emotions
Ability to listen to instruction and be attentive
Ability to solve social problems
Center on the Social Emotional Foundations for Early Learning (CSEFEL)

19. Function of Behavior Teach children (& adults!) what to do
to prevent challenging behavior

20. Understanding Classroom Management
First step: Understand the grand illusion that anyone can “manage” or “control” how someone else acts
However, what adults do (behave) in classrooms does directly influence students
A more accurate description of effective classroom management…
Teacher self-management of instructional practice in group settings

21. Supports for ALL students are Multi-Tiered
Universal
Targeted
Intensive
Supports for ALL students are Multi-Tiered
George Sugai
Literacy
Social Studies
Art, Music
Lunch/Recess
Computer
Math
Physical Education
Science

22. Alternatives to Expulsion or suspension

23. Behavior Resources for Educators
Provides educators with effective resources on:
Behavioral Health
Classroom Management
Data Based Decision Making
Family and Community Engagement
Multi-Tiered System of Supports
Positive Behavior Support
***Bookmark this resource as you continue to refine your core and advanced tiers to meet student and staff needs. There are resources specific to alternatives to suspension and expulsion.

24. Examples of Alternative Discipline
Despite their wide-spread use, disciplinary exclusions are largely ineffective in reducing problem behaviors. This product provides information about implementing alternative consequence strategies and reducing the need for suspension and expulsion. -PaTTAN Publication

25. Why the Need for Alternative Discipline
Youth who are suspended or expelled are at a greater risk for academic failure, school drop-out, and incarceration (Sundius & Farneth, 2008)
Use of suspension and expulsion may propel some students who are displaying antisocial behavior into delinquency
Schools with higher rates of suspension tend to demonstrate lower academic quality and pay less attention to school climate (Skiba & Sprague, 2008)

26. Why the Need for Alternative Discipline
Students who are male, who are African-American, or who have disabilities are suspended at a much higher rate than others (Sundius & Farneth, 2008)
Disciplinary exclusions are largely ineffective in reducing problem behaviors
Suspensions may reinforce the use of problem behaviors for students wishing to escape or avoid school (Sundius and Farneth, 2008)
Suspending may be inappropriate and ineffective to promote learning or behavioral compliance.

27. Promoting Learning and Skill Development
Similar to academic instruction, schools should not use a one-size-fits-all approach to discipline
Schools should promote learning and skill development and decrease the future incidents of the problem behavior
ASK: Is the suspension serving as a punishment which will decrease the likelihood of future occurrence of the behavior or is it a reinforcer and actually increasing the likelihood of the behavior’s future occurrence?

28. Ten Examples of Alternative Discipline
Mini Courses
Parent Involvement/ Supervision
Counseling
Community Service
Behavior Monitoring
Restitution
Behavior Contracting and Problem Solving
Alternative Programming
Appropriate In-school Suspension
Coordinated Behavior Plans
Ten Examples of Alternative Disciplinary Consequences (Peterson, 2006)
• Mini Courses. Schools develop short, stand-alone units or modules on topics related to various types of inappropriate behavior. Module activities may include readings, videos, workbook tasks, tests, and oral reports. The modules are designed to teach awareness, knowledge, or skills about targeted areas in order to promote students’ behavioral change. Topics may include: inappropriate language, sexual harassment, alcohol/drug use, conflict resolution, and social skill development. Once created, students are assigned to complete the appropriate modules based on their offense.
• Parent Involvement/Supervision. Parents are invited to help school administrators identify ways they can provide closer supervision of their children while in school or be more involved with their children’s schooling. One example might be to suspend the student’s parents into school. Parents would willingly sit with their child while their child is in school. While this example may not always be possible for parents, it could be a valuable option. Better communication and frequent contacts between parents, teachers, and administrators, as well as coordinated behavior change approaches, can be very useful and could be formalized into a disciplinary procedure.
• Counseling. For certain offenses, students are assigned to counseling sessions with appropriately trained professionals (e.g., social workers, counselors, school psychologists). These professionals can engage in problem-solving activities with the student, identify areas of needed skill development, and provide a chance for students to work through identified problems, including personal issues that interfere with learning.
• Community Service. Students are assigned community service tasks, with appropriate supervision outside of school hours, in programs or agencies. Tasks include helping at other schools, clean-up crews, or working in community agencies. These kinds of activities strengthen students’ ties with the community and develop positive relationships with other adults.
• Behavior monitoring. A variety of strategies are implemented to closely monitor behavior. These techniques include behavior check sheets for
teachers, students, and parents; behavior charts; and student feedback sessions about behavior. These strategies result in positive feedback from teachers and parents when appropriate behavior occurs. These strategies also result in opportunities to reinforce appropriate behavior. Eventually students use self monitoring techniques to maintain the learning.
• Restitution. Students are assigned to provide work that would repair or restore environments they have damaged. This includes cleaning up graffiti or repairing acts of vandalism. This also includes an option of having students select (or be assigned) other related projects to clean or make attractive in the school environment.
• Behavior Contracting/Problem Solving. Develop a negotiated behavior contract with students, which includes specifics about what students will do, what adults will do, and the planned consequences. Contracts include reinforcing consequences for completion of the contract, and consequences for continuing problem behavior. These are created individually for specific students, and consequences are negotiated and agreed to by both parties (student and adult).
• Alternative Programming. For some students, especially at the secondary level, it is possible to identify changes in students’ schedule, classes, or programs that avoid problem environments or situations, but still permit continued access to curriculum and school. This includes independent study, work experience, alternative location, alternate times, or other creative programming alternatives. Such changes should be specific to individual students’ needs and permit credit accrual and progress toward graduation. Appropriate procedures must be followed regarding change of placement for students who have an Individualized Education Program (IEP).
• Appropriate In-school Suspension. When students are required to go to an alternative in-school environment, it is important to continue academic and other instruction in the alternative environment. It is also important to have a focus on solving the problem that resulted in students being sent to this environment. The alternative setting must be carefully managed to avoid permitting students to “escape” or avoid class. Clearly-defined procedures for returning to class are contingent on students’ progress or behavior. Teachers and students may need to make changes to address the problem that resulted in the change of environment. Teachers need to address the issues that resulted in the action, as removal of students may be reinforcing to the sending teachers.
• Coordinated Behavior Plans. Some students need the creation of a structured, coordinated behavior support plan specific to the student and based on the function of the targeted behavior. The support plan focuses on increasing desirable behavior, replacing inappropriate behaviors, reinforcing the appropriate behavior, and withholding reinforcement of the targeted behavior. Data is used to determine if progress is being made and if further assessment or other intervention strategies need to be included.

29. Strategies to Reduce Suspension and Expulsion
Develop a school data system (SWIS, EWS)
Create a caring, welcoming school environment
Create an explicit set of school values
Provide conflict de-escalation training
Mediation programs
Increase opportunities for positive reinforcement
Build communication and involvement with all families
Build adult/student relationships
Intervene when signs first become apparent
Implement a school-wide discipline and behavior system of supports
Prevention; MTSS; Data

30. A CLOSER LOOK at two PBIS interventions

31. Check In/Check Out: A Tier 2 Alternative
CICO is a tier 2 intervention for students needing supplemental support to increase academic achievement, social emotional functioning, and behavior performance.
Student checks in with an adult at the start of the school day for the daily goal sheet and encouragement
Feedback is provided throughout the day from adults
Student checks out at the end of the day with an adult
The student takes the goal sheet home to be signed and returned the following morning

32. Check In/Check Out: A Tier 2 Alternative
Designed for Students with moderate problem behaviors
Most appropriate when problem behaviors are maintained by adult/peer attention
Students “check-in” with an adult at the start of each school day
Students “check-out” with an adult at the conclusion of each school day
Students get feedback from teachers throughout the day
NOTE: The complete BEP/ Check in/Check out training materials including powerpoint, facilitator training presenter guide, faculty presentation, and BEP action plan, can be found at in the facilitator section.
Circle the second bullet. This is a research based strategy that has been found to be effective with behaviors maintained by adult/peer attention although I will talk about how this strategy might be used with a student whose behavior is maintained by escape and avoidance.

33. Check In/Check Out: A Tier 2 Alternative
CICO has many benefits associated with:
Improves student behavior and academics when tier is not enough
Provides feedback and adult support daily
Improves student organization, motivation, and reward
Improves and establishes home/school communication
Helps students to self monitor

34. Check In/Check Out: A Tier 2 Alternative
CICO would be an alternative when:
Tier 1 interventions have not yielded desired outcomes
Work is not being completed
Emotional concerns (anxiety, frustration, etc.)
Poor organization
Difficulty with attention or impulsivity
Behaviors interfere with learning
Low motivation or low effort

35. Check & Connect : A Tier 2 or 3 Alternative
For students K-12 who show warning signs of disengagement with school and are at risk of drop out
Referrals are often made for poor attendance, behavioral issues, and/or low grades
Principles of relationship building, problem solving and capacity building, and persistence
The goal is to foster school completion with academic and social competence

36. Is Check & Connect Tier 2 or Tier 3?

37. Check & Connect : A Tier 2 or 3 Alternative
At the core of this is a trusting relationship between the student and a trained mentor
Mentors sign an agreement of 2 years and are advocates for and challenges the student
Mentors keep education a salient issue for disengaged students and their teachers and families
Per the What Works Clearinghouse, Check & Connect is the only program found to have strong evidence of positive effects on staying in school

38. Check & Connect : A Tier 2 or 3 Alternative
Mentors systemically monitor student performance (absences, tardies, ODRs, grades)
“Connect”
Mentors provide personalized, timely interventions to help solve problems, build skills, and enhance competence

39. Check & Connect : A Tier 2 or 3 Alternative
***Check & Connect is an intervention being used within the State Systemic Improvement Plan (SSIP) to increase the graduation rates of students with disabilities for select LEAs.
Training opportunities:
April Pittsburgh
April King of Prussia
April Harrisburg

40. Resources
EITA Online Learning Portal > Topics of Interest > Social Emotional Resources
For Families
For Early Learning Programs
For Program-wide PBIS
What Could Make Less Sense than Expelling a Preschooler? Walter S. Gilliam, PhD, Director, The Edward Zigler Center in Child Development and Social Policy, Yale University (Dec 2014)

41. Resources
Data Snapshot: School Discipline, U.S. Department of Education Office for Civil Right (March 2014)
U.S. Departments of Health and Human Services and Education, Administration for Children and Families, (2014). Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings.
U.S. Department of Education, (2014). Guiding Principles A Resource Guide for Improving School Climate and Discipline.

42. Resources
Can Preschool Expulsion Be Prevented? A growing body of research says yes! (2014) Deborah F. Perry, PhD, Associate Professor, Georgetown University Center for Child and Human Development
PA Key Early Childhood Mental Health Consultation Project (ECMH)

43. Commonwealth of Pennsylvania
Contact Information
Julia Slater
Michael Minor
(412)
Commonwealth of Pennsylvania
Tom Wolf, Governor