1. October GATE Equity Webinar: Rethinking Discipline: A Systems Approach to Supporting Positive Behavior
Exploring topics related to equity in graduation success
Kefi Andersen – OSPI Graduation Equity Program Supervisor
Josh Lynch – OSPI Student Discipline, Behavior, and Readiness to Learn Program Supervisor
Kelcey Schmitz – OSPI Center for the Improvement of Student Learning
Special guests: Battleground School District

2. Student Discipline: Deeper Dive Webinars
Today!
Student Discipline: Deeper Dive Webinars
Coming Soon!
Register
Register
bit.ly/disciplinewebinar
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3. Superintendent Reykdal’s K-12 Education Vision
“The goal of our education system is to prepare all of our students for post- secondary aspirations, careers, and life.”
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4. Measuring Success Performance Indicators
Measures of Success
Increase four- and five-year high school graduation rates
Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education
Performance Indicators
We must help students:
Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS).
Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment.
Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades.
Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit.
Enroll in college-level courses and earn dual credit.
Take the SAT and ACT and earn college-ready scores.
Access financial aid for post-secondary learning.
We must help students avoid:
9th-grade course failure.
Suspensions and expulsions.
Chronic absenteeism.
Measuring Success

5. Today’s Topics Recent WA legislation and OSPI implementation
Practical advice for implementing systems change from Battleground School District
Resources to support implementation
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/9/2019

6. Discipline Data: 2015–16 School Year
Discipline data publically released on August 4, 2017
3.7% of all students in Washington were suspended or expelled during the 2015–16 school year (42,581 students in total)
Statewide discipline rates are decreasing:
Out-of-School Exclusions: 5% decrease (1804 fewer students than 2014–15)
Long-term Suspensions: 18% decrease (592 fewer students than 2014–15)
Expulsions: 41% decrease (497 fewer students than 2014–15)
However, racial disparities and disparities by other student groups continue…

7. Race Trend

8. HB 1541 (2016): Overview
(a) Reduce the length of time students of color are excluded from school due to suspension and expulsion and provide students support for reengagement plans;
(b) Enhance the cultural competence of current and future educators and classified staff;
(c) Endorse all educators in English language learner and second language acquisition;
(d) Account for the transitional bilingual instruction program instructional services provided to English language learner students;
(e) Analyze the opportunity gap through deeper disaggregation of student demographic data;
(f) Invest in the recruitment, hiring, and retention of educators of color;
(g) Incorporate integrated student services and family engagement; and
(h) Strengthen student transitions at each stage of the education development pathway: Early learning to elementary, elementary to secondary, secondary to college and career.

9. 4SHB 1541: Disproportionality in Student Discipline
A long-term suspension or expulsion must not exceed the length of an academic term.
School districts restricted from using long-term suspension or expulsion except for certain severe behavior violations.
School districts may not suspend the provision of educational services as a disciplinary action and must provide an opportunity for students to receive educational services while suspended or expelled.
School districts must use disaggregated data to monitor the impact of district discipline policies and procedures.
School districts must review and update discipline policies and procedures in consultation with staff, students, families, and the community.

10. Recent Laws: Intended Impact
Consistent with research on best practices in discipline, recent federal and state laws are intended to:
1) Limit the use of exclusionary discipline practices in schools.
2) Minimize the impact of exclusionary discipline practices on students who are excluded.
3) Reduce disparities in the administration of student discipline

11. Recent Changes in State Laws Example: Length of Exclusions
Exclusion Type
Maximum Length
Before 2013
After 2013
After 2016
Short-term Suspension
10 consecutive school days
Long-term Suspension
Undefined
One calendar year
The length of an academic term
Expulsion
Indefinite
Emergency Expulsion

12. Recent Changes in State Laws Impact: Long-Term Suspension and Expulsion
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/9/2019

13. Discipline Training: Implementing HB 1541 Sec. 104
Purpose: To support implementation of discipline policies and procedures under WA State law.
Audience: All school and district staff who interact with students, including instructional staff and non-instructional staff.
Timeline: Training modules will be developed and released in phases during the 2017–18 school year.
Format: Modules will be made available online in formatting that allows both in-person and online delivery of the content.

14. Discipline Training: Content
Best Practices
WA Laws
The first module will provide a foundation for understanding best practices in discipline and discipline laws.
Subsequent modules will provide additional details regarding the use of data, due process, and other discipline procedures.

15. Discipline Training 2017–18 Timeline
Discipline Rules:
Public Comment Period Closes
Nov. 13, 2017
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
July
Aug
Sep
Module 1:
Webinar
Oct. 11, 2017
Discipline Rules:
Final Rules Adopted
March, 2018*
Discipline Rules:
Final Rules Effective
2018–19 School Year*
Module 1: Regional Training Opportunities and Content Online
Nov. 2017–Feb 2018*
Additional Modules: Regional Training Opportunities and Content Online
Feb. 2018–June 2018*
Training Modules: Content Updates and Refinements
June 2018–ongoing*
Module 1:
Webinar Content Online
October, 2017*
Additional Modules: Development
Nov. 2017–Apr. 2018*
*Tentative
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/9/2019

16. Discipline Training Module 1: Content
The Purpose of Discipline in K–12 Education
The Impact of Exclusionary Discipline Practices
Recent Laws and Public Policy
Recent Research and Best Practices in Discipline
Family Engagement
Multi-Tiered System of Supports (MTSS)

17. Discipline Rule Making
Substantial rewrite of Chapter WAC for the purpose of:
Improving the clarity and readability of the rules for both school districts and families
Clarifying requirements that became effective in 2016 with passage of House Bill 1541
Increasing opportunities for families to participate in the development of discipline policies and in resolving discipline- related issues
Incorporating feedback from internal and external groups, including the Student Discipline Task Force that OSPI reconvened between Oct and Jan. 2017

18. Student Discipline Proposed Rules
Public comment period is open until November 13, 2017 at 5:00pm
Written comments:
Public Hearings:
October 17, 2017 | Spokane | 1:30–4:30 p.m.
October 30, 2017 | Yakima | 3:00–6:00 p.m.
November 7, 2017 | Renton | 1:00–5:00 p.m.
November 13, 2017 | Olympia | 1:00–4:00 p.m.
For more information:

19. Questions & Polling Where are you at in PBIS/MTSS implementation?
A. Exploration – learn more information
B. Installation – prepare, plan, and acquire resources
C. Initial Implementation – assess and adjust
D. Full Implementation –Monitor and improve
Question | CC 0
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20. Battle Ground and All Districts
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21. Battle Ground Student Groups
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22. BG Race Trend 2013-2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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23. BG trend 2013-2016 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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24. BG Low Income Trend OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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25. Sunnyside High School Denny Waters BGPS Deputy Superintendent
Sandy Mathewson
BGPS Director of Social and Emotional Learning
Kristen McIntyre and Tamra Scheetz
District PBIS Coaches
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/9/2019

26. Battle Ground Public Schools At a Glance
273 square miles
Supports over 13,000 students
Ranges from suburban to rural
Over 1,400 staff members
18 Schools
Over 31% Free or Reduced
Price Meals
6 Middle (5-8)
6 Primary (K-4)
2 Comprehensive High Schools
One 3-12 Academy
One K-8 School
One Alternative High School
One Home-School Support Program
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8/9/2019

27. Why Did You Begin This Work?
To get to all,
We must pay attention to every.
We must pay attention to the system first, and then we move to small groups and individuals.
-Dave Tilly
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28. BG Strategic Plan OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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29. Process For Building A System
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30. Key Strategies And Interventions
Goal has always been sustainability beyond the life of the grant
For each type of support (PBIS, Prevention/Intervention, and Mental Health Counseling), there is a tiered system that includes referral processes, decision rules, and data collection
Each support has a building-based team monitoring and adjusting procedures as needed. Each also has a district-office based coach or director who checks in regularly with all school teams.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8/9/2019

31. PBIS Implementation 2 full-time district-wide PBIS coaches
9 of our 18 schools are fully implementing Tier 1!
District-level PBIS team with 23 members
Schools that are ready have moved on to Tier 2 implementation
All schools are implementing components of Tier 1 and have PBIS teams that meet at least monthly
Second Step social-emotional learning program purchased for all primary buildings. Planning for delivery across district in

32. Outcome Data: Suspensions and Expulsions
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8/9/2019

33. Outcome Data – District Wide Bullying
27%
Reduction!
17%
Reduction!   
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34. Year 1 of Implementation
School Progress
Year 1 of Implementation
Data
Cohort 1
(Early Adopters)
TFI Average: NA
Students in Tier 3: 10%
TFI Average: 99%
Students in Tier 3: 7%
Cohort 2
(Year 1 target schools)
TFI Average: 68%
Students in Tier 3: 5%
TFI Average: 82%
Students in Tier 3: 8%
Cohort 3
(Year 2 target schools)
N/A
TFI Average: 72
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35. Example in Action OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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36. What Advice Would You Give To People Starting This Work?
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37. Questions & Polling
What is one major takeaway you have from Battle Ground?
Let’s learn together:
Type it in the chat box – share your thought with everyone.
Question | CC 0
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8/9/2019

38. Four key elements of implementing a tiered framework for behavior
Supporting Social Competence &
Academic Achievement
OUTCOMES
Data: Supporting
Decision Making
Increase precision of decision making
Office discipline referrals
Attendance, truancy
School improvement goal progress
Process tools (fidelity)
Systems: Supporting
Staff Behavior
Maximize alignment, integration, fluency, fidelity sustainability, adaptation, and scaling
Team approach
Administrator participation
Training and coaching
Community of practice
SYSTEMS
DATA
PRACTICES
Practices: Supporting Student Behavior
Prioritize evidence-based practices
Define behaviors, expectations, and rules
Teach, model, monitor, and acknowledge behaviors
Correcting behavior errors

39. WA State MTSS Framework

40. Integrating Existing Systems: Achieving Efficiency and Effectiveness
Central Valley
School District
Mental/Behavioral Health
Academics
Physical Health
Safety
School Climate
Attendance
Dropout Prevention
Family, School, and Community Partnerships
Social and Emotional
Behavior
Basic Needs
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8/9/2019

41. MTSS: Implementing Integrated Student Supports 4SHB 1541, 2016
Coming Soon!
OSPI promotes a comprehensive and integrated multi-tiered system of support consistent with educational policy experts and researchers advising SEAs, LEAs, and schools to create “a total system designed to unify the resources a school devotes to student and learning supports, as well as braiding in community resources to fill critical gaps and strengthen the system” (Adelman & Taylor, 2016, p.6).
Adelman, H., & Taylor, L. (2016). ESSA state consolidated plans: Rethinking MTSS to better address barriers to learning. Retrieved from

42. State Menus of Best Practices and Strategies
Welcome
Background
Learning Assistance Program
Washington State Institute for Public Policy
Integrated Student Supports Protocol
Multi-Tiered System of Supports
Content Philosophy
Menu Entries
Implementation
Appendices
Menu Implementation Workshops
Phone: |
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43. Behavior Menu of Best Practices and Strategies
Student-Centered Practices and Strategies
Behavioral Health
Behavior Monitoring
Mentoring
Peer Mediation
Restorative Justice**
Social Skills Instruction
Educator-Focused Practices and Strategies
Behavior Consultant Teacher/Instructional Coach
De-escalation
Professional Learning Communities
Targeted Professional Learning
Trauma-Informed Approaches**
Transition and Readiness Practices and Strategies
High School Transition Supports and Credit Retrieval
Kindergarten Transitions*
Family and Community Practices and Strategies
Family Engagement**
School-Community Partnerships
*New Entry **Updated Entry

44. Other resources for evidence-based practices
Evidence-based Intervention Network:
Intervention Central:
National PBIS TA Center:
National Center for Intensive Intervention:
SAMHSA National Registry of EBPs:
Washington State Institute for Public Policy:
What Works Clearinghouse:
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45. Data: Increase precision of decision making
OSPI Data Analytics
Healthy Youth Survey
Community Resource Mapping
ESD Equity and Measures
School Wide Information System (SWIS) – office discipline referrals/time out of class and assessments such as Tiered Fidelity Inventory, School Climate Survey, Benchmarks for Advanced Tiers
Existing data sources (suspension/expulsion, attendance, screening, progress monitoring, diagnostics)
Team Initiated Problem Solving (TIPS)
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46. OSPI MTSS Resource Page
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47. Expanding World of PBS Conference Info
Save the date, March 28 – 31, 2018 for the…
Pre-Conference Workshops:
MARCH 28
Skill-Building Workshops:
MARCH 31
Breakout Sessions
Networking
Posters
Exhibits
San Diego, California
Manchester Grand Hyatt San Diego, One Market Place
For more information, go to:
conference.apbs.org

48. Survey Tell us how we’re doing:
| CC00
Tell us how we’re doing:
s3/ / GATE- Webinar-Series-Survey
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49. Next Month 9th Grade Success November 8, 2017 10 a.m. – 11 a.m.
Closed License Adobe
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50. Creative Commons Images Used
Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4.0 International License.
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