1. Collaborative Community
Behavior/Discipline
November 13, 2014
NE GA GLRS
Collaborative Community

2. Laser Focus SSIP-State Systemic Improvement Plan
SIMR (measureable goal)- Georgia chose graduation rate
The new SWD graduation rate for Georgia was just released and it has not moved! Once again it is 35.2%!
As a state, our Laser Focus is going to be Graduation Rate
Some explanation about the SSIP and SIMR
Which goes right along with our data is showing because grad rate, dropout rate and transition are really all connected!

3. How are we going to address this as a Region?
Currently the work we are doing in our Collaborative Communities is a starting point for addressing this issue
Attendance
Behavior:
Events per Student Ratio
Consideration of School Climate
Course Performance:
High School Course Completion
Elementary and Middle School Math & Read Achievement

4. How are we going to address this as a Region?
What Other Work Can We Be Doing Now?
Every high school should have a process such as the Graduation First Data Day (Early Warning System) in place to identify students at risk based on the ABC’s
Once the targeted students have been identified, the school needs to have a plan for supporting these students.
Then the school needs to evaluate their process and tweak if needed
GLRS can assist with this work!
Show the HS Targeted Data Tool and the Freshman Monitoring 1st semester Data tool
If your school does not have a process we can help with that!
If the student issue is attendance, there are strategies for that…
If the students issue is behavior, thee are strategies for that…
And if the student issue is course completion academic achievement, there are strategies for that…
You are doing a lot of these strategies but there needs to be a more systematic process to ensure no child slips through un-noticed
That is what is going to make the difference! So do you have a process like this in place?????

5. NDPC-SD Framework

6. Review of Regional Data
Indicators
State targets
Grad rate
35.7
Drop Out
5.3
5.2
Read CRCT 70
77.5
79.5
Read GHSGT 63
58.9
62.7
Math GHSGT 45
31.4
37.7
Math CRCT 56
66.8
69.8
LRE 65 67
Post School Outcomes 79 80 2 9 3 7 6 10 5 8 13
Beth-Here is the data that we have been reviewing over the last several years

7. Our Data Led Us To Focus On
Dropouts, Grad Rate
Transition
Focus on Regional Transition Efforts
Model and Replicate the Grad First! Process using District Data in our Collaborative Communities
Continue Strong Emphasis on Effective Co-Teaching
Focus on Specialized Instruction and SPED Case Managers Model
Beth- Review of our data over the last several years has led us to focus on dropouts and transition; what we are doing in CC’s this year fits right in with our current work. I have added Grad Rate since it is a Laser Focus for our state and Dropouts and transition align with Grad Rate

8. Attendance Behavior: Course Performance: ABC’s
Events per Student Ratio
Consideration of School Climate
Course Performance:
High School Course Completion
Elementary and Middle School Math & Read Achievement
Last month we did a review of our attendance data and today we are going to continue with our Behavior data…before we get started let’s talk about what you have done since our last session when you discovered the startling realization about attendance????? Show the attendance probe.

9. Learning Targets I can locate my district data on behavior/discipline.
I can locate district achievement data using SLDS
I can site research that addresses the issue of how behavior impacts student outcomes/achievement.

10. Article Review
Access Disproportionality Literature Review-Barrow & Clarke
Attendance and Behavior-Greene & Commerce City
Discipline and High School-Jackson and Jefferson City
Discipline Disparities-Madison and Morgan
Fair & Effective Discipline Practice-Oconee & Oglethorpe
PBIS-Elbert & Social Circle
Predictors of Suspensions and Negative Outcomes-Walton

11. Climate, Suspension and Drop Out
1/2/2019
Climate, Suspension and Drop Out
Research demonstrates that:
higher suspending schools reap no gains in achievement, but they do have higher dropout rates
frequent suspensions are a detriment to school and community safety because of increased student disengagement and diminished trust between students and adults
out-of-school suspension is ineffective because it fails to address issues that cause students to misbehave.

12. Need Solutions Early & Often
1/2/2019
Need Solutions Early & Often
Out-of-school suspensions in sixth grade predict higher suspension rates and lower reading and math achievement in middle school and an increased drop-out rate in high school.
Suspension even once in ninth grade is associated with a twofold increase in dropping out, from 16% for those not suspended to 32% for those suspended just once

13. Analysis of District Data
Behavior: Events per Student Ratio
Non SWD & SWD discipline data
Non SWD & SWD Achievement Data
District Discipline policy
Behavior: Consideration of School Climate
Non SWD & SWD ISS/OSS data
Data about %age of students involved in clubs/extracurricular activities
Today we are going to be looking at Behavior Data 2 ways 1. Events per student and 2. School climate. Group will be given time to review their data and note their findings. Share out!

14. Behavior: Guiding Questions (National Dropout Prevention Center for Students with Disabilities, 2008)
What are the behavior trends and specific issues for our district/schools?
Are there groups of students being referred more than
others?
Who is being suspended? What are the behaviors?
Which teachers are referring students most often?
When and where are behaviors happening?
If you looked at one grade and applied the data to the
probe, what %age would be in the “high risk” or “critical”
category?

15. Self- Calculating Suspension Data Tool
Grade(s): 9
Drop Out Risk Tool by %tage of Population
Enter # Students Enrolled in School or Grade Below:
At Risk
Moderate Risk
High Risk
Critical
166
# Students Suspended Once
< 5 Times
5 to 9 Times
10 or More
Total in Category: 23 15 12 10
% in Each Category:
14% 9% 7% 6%
Total % at Some Risk:
36%

16. Review of District Discipline Policies
Review your district discipline policies and consider the guiding questions.
Micole

17. Behavior: Guiding Questions (National Dropout Prevention Center for Students with Disabilities, 2008)
How well do existing procedures work?
Are there discipline push factors impacting graduation outcomes? How about bus discipline?
At what point is a student considered “at-risk”?
How are behavior/discipline referrals followed up?
What tools are used to actively progress monitor student behavior? How is this data used?
How are parents communicated with about behavior issues?
Faith

18. The key to creating a comprehensive and effective set of interventions is understanding why students are missing too much school due to suspensions. Too often, we jump to solutions that do not address the root causes for a student's behavior
For example, a school may offer prizes for students with good or improved behavior, but those incentives
will have no impact on a child who has behavior issues because they cannot read or have some underlying emotional issues or even situations going on at home.

19. Work In the Near Future
Districts should have a process in place (like Grad first or another Early Warning System) at the elementary and middle school level.
This work needs to begin at the District Level and be pervasive across the system.
Initiatives such as ASPIRE and Parent Mentors need to be strongly considered.
Discuss ASPIRE

20. Next Steps