discipline update: presentation to the board 5/13/2013€¦ · presentation to the board 5/13/2013...

Discipline Update: Presentation to the Board 5/13/2013

1

Historic Trends in Student Discipline

• Background on BOE JK-R

– Efforts to reform JK-R began in January, 2006 with advocacy from Padres Unidos

– The Denver Plan Discipline Work Group was created to meet the Denver Plan’s Goal III, Component C, Objective 2: “The district and each school community will embrace a code of conduct that supports student learning.”

2

Background on 2008 JK-R Revision

The Discipline Work Group’s Goal:

• Creation of a developmentally appropriate student discipline policy that: – will be applied fairly and uniformly

– will change undesirable student behavior while keeping students in school

– will promote academic achievement

3

2008 Changes to BOE JK-R

Emphasis on using different types of interventions to address student misbehavior at school

– Restorative Justice

– Behavior Intervention Plans to support academic and social emotional growth

• Especially for students engaged in disruptive behavior

– In-school suspension as an alternative to Out of School Suspension

4


Consistency achieved through the standardization of offenses and consequences through the development of the “Matrix” and “Ladder” – Offenses grouped into five types with corresponding

consequences • Type One – least serious offenses, addressed in the

classroom by the teacher using Ladder Levels A-C • Types Two through Four – increasing in seriousness and

corresponding to Ladder Levels D-F • Type Five – most serious offenses that have the potential to

seriously endanger other students or school personnel

– Consequences for the Types are specified and graduated

5


• Efforts will be made to eliminate racial disparities in discipline

• School personnel will monitor the impact of disciplinary decisions on racial and ethnic groups that have been over-represented in disciplinary measures

• Students will have the right to complete their academic work without penalty while they are on suspension

6


• Every effort will be made to address discipline concerns without involving law enforcement

• Provide guidance for discipline building leaders when they must consider contacting DPD, DFD, DHS or submitting a Title IX report

• Describes how to address misbehavior that occurs off school grounds, but has a strong connection to the school community

7

MH&A School Partner Supports

• Specific MH&A School Partners are assigned to each network and will assist networks and schools with: – Strengthening bully prevention efforts – Strengthening use of behavior plans and interventions for

students with significant behavior challenges – Strengthening use of Restorative Approaches, including

development of student-led RA – Pregnant and Parenting Teen supports (High School) – Suicide prevention strategies – Threat/Violence mitigation – Prevention planning for students considered habitually

disruptive

8

Middle School Listening Tours

Post-Secondary Readiness/Student Services Listening Tours to discuss needs to address student behavior

Skinner Middle School (5/15/13) Merrill Middle School (5/20/13) Hamilton Middle School (5/23/13) Morey Middle School (5/28/13) Smiley Middle School (5/29/13) Henry Middle School (5/30/13) Hill Middle School (5/31/13)

9

Goals for Increased Mental Health Supports

• Support teacher’s ability to successfully educate students with significant behavior challenges

• Provide targeted restorative interventions and skills to students with significant behavior challenges

• Develop school-wide prevention programs to address positive school climate

• Provide support strategies to caregivers

• Strengthen alignment of community partners that provide mental health supports in schools (e.g., school-based health clinics, outside counseling groups, etc.).

10

Increase Mental Health Supports in SY 2013-14

• Increase Student-Based Budgeting Support to enhance school social work/school psychology supports for students. Dollars to purchase MH staff – $350,000 for Elementary School Networks – $650,000 for OPSR Networks – $50,000 for Innovation Network – $151,000 for Division of Student Services – $120,000 PACE program expansion – $180,000 Outside providers (e.g., MHCD, Arapahoe

House)

11

OPSR Increased Mental Health Supports

• Dollars for additional mental health supports (school psychologists, school social workers, school counselors)

• Strategies include: – Providing calibrated supports to students with significant

behavior needs

– Ensuring appropriate alignment of internal and external mental health services

– Enhancing use of Restorative Approaches

– Improving attendance rates to Denver Plan 2015 goal

– Improving use of In-School Intervention as an alternative to Out of School Suspension

12

Elementary Network Supports

• Dollars for additional mental health supports (school psychologists, school social workers) to provide supports to students with significant behavior needs.

• Strategies include: – Providing additional funding for under-served elementary

schools – Providing calibrated supports to students with significant

behavior needs – Ensuring appropriate alignment of internal and external mental

health services – Providing culturally-responsive behavior intervention strategies – Improving use of In-School Intervention as an alternative to Out

of School Suspension

13

Innovation Network

• Dollars for additional mental health supports (school psychologists and school social workers) to provide supports to students with significant behavior needs.

– Providing calibrated supports to students with significant behavior needs

– Enhancing use of Restorative Approaches

– Improving use of In-School Intervention as an alternative to Out of School Suspension

14

Student Services

• Dollars for additional mental health supports (school psychologists, school social workers) to provide supports to students with significant behavior needs.

• Strategies include providing district-level accountability and oversight on provision of mental health services, ensuring alignment of internal and external mental health resources, ensuring bully prevention programs are in place and strengthening use of Restorative Approaches

15

Additional Strategies to Support Students who are Habitually Disruptive • Listening Conversations at middle school network • Strengthening In-School Intervention process at all middle and high

schools • Focused behavior planning and interventions with data tracking • Verbal De-Escalation training for all middle and high school teachers • Consideration of 15-day out of school suspension process with home

bound instruction in highest need cases • Professional development training for central employees on using data to

create viable behavior plans for habitually disruptive students • Collaborating with MHCD, Denver Health, Arapahoe House, etc. on

enhanced mental health service delivery options for schools • Alignment of internal and external mental health supports to ensure

students who are habitually disruptive receive adequate supports • Enhanced training and support for students with disabilities served in

Affective Needs Center-Based programs.

16

Intensive Pathways – Segment Action Plan

Segment5

-incoming9thgradersdemonstra ngriskfactorsina endance,behavior,orcoursecomple on

SupportatCurrentSchool

-Cross-checksegmentdata.

-Plan&implementacademic,behavior,anda endanceinterven onsaccordingly.

-Ensurethatstudent'sschedulealignswithacademicabili es

-Ensurethatstudenthasaposi verela onshipwithatleast1adultatschool

-Iden fyfactorsthatmaylimitstudent'ssuccessandconnecttoneededsupports

-Connecttoschoolac vitestopromotestudentengagement

-ImplementasystemofprogressmonitoringandevaluatesuccessatendofS1.

Segment4.2

-repeat9thgraders

-30-59credits

-.5yearorlessoff-track


Cross-checksegmentdata.

-Meetwithstudenttodiscussplanforbecomingon-track,andinformstudentthatprogresswillbeassessedatendofS1

-Ensurethatstudent'sschedulealignswithcreditneeds

-U lizecreditrecoveryop ons

-Iden fyfactorsthatmaylimitstudent'ssuccessandconnecttoneededsupports

-Connecttoschoolac vitestopromotestudentengagement

-ImplementasystemofprogressmonitoringandevaluatesuccessatendofS1.

Segment4.1

-repeat9thgraders

-0-29credits

-morethan.5yearoff-track

RefertoTransi ons

Team

OR


Cross-checksegmentdata.

IFSTAYINGATCURRENTSCHOOL:

-Meetwithstudenttodiscussplanforbecomingon-track,andinformstudentthatprogresswillbeassessedatendofS1

-FollowstepsoutlinedinSegment2.1.

IFTRANSITIONING:

-ContactfamilyandrefertoappropriateTransi onsLiaison.

IFTRANSITIONING:

-ContactfamilyandrefertoappropriateTransi onsLiaison.

Segment3

-16-17yrsold

-0-120credits

-2yearsoff-track

RefertoTransi ons

Team


-Contactstudent&familytoletthemknowthataTransi onsLiaisonwillbereachingouttothemsoon.

-CompleteTransi onsRecommenda onForm.

-EmailcompletedformtoappropriateTransi onsLiaison.

-18+yearsold

-.5yearoff-track

RefertoTransi ons

Team

OR



-Performtranscriptanalysistodeterminewhetherstudenthasaviablegradua onpathwayatcurrentschool:

-18+yearsold

-.5-1.5yearsoff-track

RefertoTransi ons

Team

OR



-Performtranscriptanalysistodeterminewhetherstudenthasaviablegradua onpathwayatcurrentschool:

-18+yearsold

-120creditsorless

-morethan1.5yearsoff-track

RefertoTransi ons

Team


-Contactstudent&familytoletthemknowthataTransi onsLiaisonwillbereachingouttothemsoon.

-CompleteTransi onsRecommenda onForm.

-EmailcompletedformtoappropriateTransi onsLiaison.

SegmentDataActionPlanningGuide

Profile

Recommended

Action

ActionSteps/

Possible

Supports

Transitionsshouldbe

initiatedassoonas

possibletomaximize

students’abilitytoearn

creditatnewschool

during1stsemester.

Transitionsshouldbe

initiatedassoonas

possibletomaximize


creditatnewschool

during1stsemester.

Transitionsshouldbe

initiatedassoonas

possibletomaximize


creditatnewschool

during1stsemester.

IFYES:

-Meetwithstudenttodiscuss

graduationplan.Determine

whetheratransitionisof

interest.Ifso,contactfamilyand

refertoappropriateTransitions

Liaison.

-Ifstudentwillremainatcurrent

school:

-Ensurethatstudent'sschedule

alignswithgraduationplanand

student'sneeds

-Utilizecreditrecoveryoptions

-Informstudentthatprogress

willbeassessedatendofS1,

andthatatransitionmaybethe

bestoptionatthattime

Segment5

“Old&Far”

Segment4.2

“Old&Near”

Segment4.1

“Old&VeryNear”

Segment3

“Young&Far”

Segment2.2

“9thVeryOffTrack”

Segment2.1

“9thSlightlyOffTrack”

Segment1

“Incoming9th”

IFNO:

-Contactfamilyand

refertoappropriate

TransitionsLiaison

IFYES:

-Meetwithstudenttodiscuss

graduationplan.Determine

whetheratransitionisof

interest.Ifso,contactfamilyand

refertoappropriateTransitions

Liaison.

-Ifstudentwillremainatcurrent

school:

-Ensurethatstudent'sschedule

alignswithgraduationplanand

student'sneeds

-Utilizecreditrecoveryoptions

-Informstudentthatprogress

willbeassessedatendofS1,

andthatatransitionmaybethe

bestoptionatthattime

IFNO:

-Contactfamilyand

refertoappropriate

TransitionsLiaison

-Interventionplan -Interventionplan-Interventionplan -Multiple/IntensivePathways-EngagementCenter -EngagementCenter -GED

-Progressmonitoring-CreditRecovery -Multiple/IntensivePathways-TransitionsTeam -CreditRecovery -TransitionsTeam -IntensivePathways

-TransitionsTeam -TransitionsTeam

Options

17

IP Changes for 13-14 • Addition of grades 6-8 at Summit Academy • Tutoring support for middle school students at: Summit

Academy, DC21, Vista Academy, Prep • Increasing seats/enrollment at Summit Academy, DC21,

Vista Academy, PUSH • Excel Academy (Cynthia Navarro, Principal) and

Compassion Road (Kim Ortiz, Principal) opening • Focus on increasing student access to CTE, AP and

Concurrent Enrollment • Additional mental health supports • Focus on using blended learning at all schools • Implementation of CCCS 030-060-090 at all schools

18

5-year Trend Data Unduplicated OSS and Expulsion

School Year District

Population White OSS Black OSS Latino OSS White

Expulsion Black

Expulsion Latino

Expulsion

2012-13 84424 327 1057 1866 8 27 33

2011-12 81870 616 2402 4147 6 19 35

2010-11 79423 691 2744 5008 9 38 54

2009-10 78352 1192 3167 4956 18 63 100

2008-09 75269 1065 3172 4953 14 52 97

19

Unduplicated Out of School Suspension Trends

Unduplicated OSS incidents continue to decline on a semester-comparison basis, with a 38% decrease from 2010-11 to 2012-13 (to date).

To date, 79,095 DPS students (94%)have not received an Out of School Suspension. 20

8542

7145

5309

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

2010-2011 2011-2012 2012-2013

Enrollment by Race & Ethnicity (Source: October Counts 2012)

21

0.7% 3.3%

14.4%

58.0%

2.9% 0.2% 20.5% American Indian orAlaskan Native

Asian

Black (Not Hispanic)

Hispanic

Multiple races

Native Hawaiian orOther Pacific Islander

White, not Hispanic

OSS Race & Ethnicity Rates 2012-2013 Through April 30th

22

1%

1%

33%

53%

3% 0%

9%

American Indian orAlaskan Native

Asian


Hispanic

Multiple races


White, not Hispanic

Duplicated Out of School Suspension— Gender Breakdown (through 4/15/13)

1086

286

Males Females

23

Duplicated Out of School Suspension— Event Breakdown (through 4/15/13)

1 49 40 22 11

672

263

95

4 2

186

3 2 0

100

200

300

400

500

600

700

800

24

Expulsion Trends

To date, 70% of all expulsions in SY 2012-13 were for Dangerous Weapons or Drugs

25

108

69 69

0

20

40

60

80

100

120

2010-2011 2011-2012 2012-2013

Events Leading to Long Term School Removals

(SY 2012-13)

Events that have resulted in an expulsion for SY 2012-13 continue to be overwhelmingly for drug distribution and dangerous weapons (77% of total expulsions).

1

5

19

4 3

29

1 1

0

5

10

15

20

25

30

35

Assault Behavior Weapons Fighting II Active/Ongoing Distribution Sexual Damage toProperty

26

Enrollment by Race & Ethnicity (Source: October Counts 2012)

27

0.7% 3.3%

14.4%

58.0%

2.9% 0.2% 20.5% American Indian orAlaskan Native

Asian


Hispanic

Multiple races


White, not Hispanic

Expulsion Race & Ethnicity Rates 2012-2013 Through April 30th

28

0%

2%

42%

46%

0% 0%

10% American Indian orAlaskan Native

Asian


Hispanic

Multiple races


White, not Hispanic

SB 12-046 Amends Grounds for Suspension

and Expulsion

JK-R Compliance and Application

29

SB 12-046 Item requiring Board action to be in compliance with statute

Firearm is the only mandatory expulsion offense required by statute

– student brings a firearm to school or a student who is determined to have brought a firearm to school/possessed a firearm at school

30

SB 12-046 in application

• Limit the use of out-of-school suspensions and expulsions to incidents that involve conduct that poses a serious and credible threat to the safety of pupils and staff – Real and immediate, not conjectural or hypothetical

• Type Six offense (proposed) – Firearm

• Type Five offenses – Robbery – First or second degree assault, sexual assault – Sale, or distribution of, or intent to sell, unauthorized drugs or controlled

substances – Carrying, bringing, using, or possessing a knife or dangerous weapon

• Type Four offenses – If determined to be a serious and credible threat – Habitual Disruption – optional request for extended suspension and expulsion

31

SB 12-046 in application Student discipline policy will address the

misconduct by: – implementing a graduated set of age-appropriate

responses to misconduct (DPS Intervention Guide)

– providing opportunities for students to learn from their mistakes (use of Restorative Approaches, behavior plan development and progress monitoring of behavior)

– using prevention, intervention, restorative approaches, skill-building, mental health support, and other approaches

32


Consider the following when a student engages in a misbehavior: – Student’s age

– Disciplinary history

– Student with a disability

– Seriousness of misbehavior

– Did the misbehavior threaten the safety of any student or staff member?

– Is the consequence aligned with the misbehavior?

33


Habitually Disruptive Students:

– Statutory definition changed to “student who has caused a substantial disruption … three or more times. . .”

– Behavior intervention plan may be developed after first removal. Must be developed after second removal

34


• Student is allowed to make up coursework during the period of suspension for full or partial credit

• Students who are expelled have 10 days to appeal the decision

• Includes updated Bully Prevention and Education components (HB-1254)

35

BOE Changes Made to JK-R, since 2008 Approval

• Habitually Disruptive Student:

– Language amended in 2011 to align with state statute

• Unauthorized Drugs and Controlled Substances

– Drug Distribution, not tied to exchange of money, was amended in policy

Board Report 36

Proposed Changes to BOE JK

• Grammatical changes

• Strengthened language around parent/community involvement

• Strengthened language around sharing of school-level discipline data with community and students.

*See Appendix for strike-through draft of BOE JK

37

Proposed Changes to BOE JK-R • Grammatical Changes • Emphasis on interventions, including Restorative

Approaches, for student behavior • Inclusion of language to align with SB 12-046 • Inclusion of Type Six category of Firearm, to align with

SB 12-046 • Strengthened language on use of behavior plans for

disruptive students, to align with SB 12-046 • Modify language of Out of School Suspension to Out of

School Intervention; In-School Suspension to In School Intervention and Expulsion to Long-Term School Removal

*See the Appendix for a Strike-Through draft of BOE JK-R

38

Public Input Stakeholder meetings were held with building disciplinarians,

principals, external stakeholder groups and with black parents. Primary themes included: – JK and JK-R, as currently written, are supported by participants

– Discipline should be focused on teaching not on punishment

– Opportunity to learn from misbehavior

– Enhanced training of teachers to address the racial disparities in discipline

– Focus on hiring more faculty and staff that reflect the racial background of students

– Importance of enhancing mental health supports in schools

– Enhancing the training of teachers to address habitually disruptive behavior

– Greater clarity at school level on discipline practices and sharing school-level discipline data

*See appendix for summary report 39

Appendices • Policy JK-Student Discipline

– With strike-through

• Policy JK-R Student Discipline – With strike-through

• Document A – JK-R support document describing graduated response to student discipline

• Document B – Matrix—Lists all offenses and graduated consequences

• Document C – Ladder—Description of the role of teachers and principals in the discipline

process

• Matrix with Intervention Guide • Student Discipline Stakeholder Groups Questions and Summary of

Responses ― Overview of information from parent stakeholders and internal DPS

stakeholders

40

discipline update: presentation to the board 5/13/2013€¦ · presentation to the board 5/13/2013...

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