ncssd conditions for learning school audit tool to address discipline disparities

7/24/2019 NCSSD Conditions for Learning School Audit Tool to Address Discipline Disparities

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NCSSDCONDITIONS FOR LEARNING SCHOOL AUDIT

TOOL TO ADDRESS DISCIPLINE DISPARITIES

ABOUT THIS TOOL

With initial funding from the Atlantic Philanthropies and subsequent funding from Open Society

Foundations, the National Clearinghouse on Supportive School Discipline (NCSSD) Conditions for

Learning School Audit tool offers district, school, parent and community group leaders an easy-to-use

checklist to determine where their educational setting sits along a continuum of conditions for learning

from a highly negative and punitive school climate to a highly positive and supportive learning

environmentbased on objective, observable, and research-based criteria.

This resource builds off of theSafe, Supportive and Successful Schools Step by Stepguide developed by

American Institutes for Researchwith support from the U.S. Department of Health and Human Services

(HHS) Substance Abuse and Mental Health Services Administration (SAMHSA). It also translates the

work of two Atlantic Philanthropies granteesthe Discipline Disparities Research to Practice

Collaborativeand theCouncil of State Governments Justice Centerinto this actionable, practitioner-

friendly resource.

WHAT ARE THE CONDITIONS FOR LEARNING?

Research has shown that powerful social and emotional factorsfactors that ensure that students

feel safe and supported in schoolinfluence students' abilities to attend to learning.

These factors, referred to here as conditions for learning (CFL),also influence teachers abilities to connect

with, challenge, and support their students. The four conditions are as follows:

1.

Physical and Emotional Safety.Learners must be, and feel, safe. Safety involves emotional aswell as physical safetyfor example, being safe from sarcasm and ridicule.

2. Connectedness and Support. Learners must feel connected to and supported by teachers,

must have access to appropriate support, and must be aware of and know how to access the

support.
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Conditions for Learning School Audit Tool

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3. Social and Emotional Wellness. Learning and development are enhanced when students are in

environments where their peers and the adults around them can understand and manage their

emotions and relationships.

4.

Engagement and Challenge. Learners need to be actively engaged in learning endeavors thatare relevant to them, stretch them, and that enable them to develop the skills needed to reach

their academic and life goals.

These conditions are mutually supportive. For example, psychological safety includes having caring

school, family, and community connections. By providing students with support that addresses their

social and emotional needs and helps them develop social and emotional skills, and by building strong

social and emotional conditions for learning, school staff can reduce challenging behavior and help

improve learning.

WHY

CONDUCT A

CONDITIONS FOR

LEARNING

AUDIT TO

ADDRESS

DISCIPLINE

?Addressing conditions for learningcan reduce discipline problems, making schools safer and more

effective.

Conditions for learning are those aspects of school climate that most directly affect learning and

development including the conditions for supporting positive student behavior. Students who feel safe

are less likely to do things to protect their emotional or physical self through actions that violate codes

of conduct. Students who feel connected with and supported by peers and staff are more likely to

respond positively to school rules and requests made by school staff. Students who have good peer and

adult models of social and emotional skill are more likely to develop and exhibit similar skills. In addition,

engaged learners are less likely to be involved in off-task behavior.

These relationships were recognized inGuiding Principles: A Resource Guide for Improving School Climate

and Disciplinereleased by the U.S. Department of Education in 2014. In the document, the secretary of

education stressed the importance of examining school discipline in light of three guiding principles that

reflect emerging research, consultation with school climate and school discipline experts, and the

characteristics of high-achieving and safe schools:

1. Climate and prevention

2. Clear, appropriate, and consistent expectations and consequences

3.

Equity and continuous improvement

The first principle urges schools to take deliberate steps to create positive school climates that can help

prevent and change inappropriate behaviors. These relationships were also recognized in the Council on

State Governments Justice Centers School Discipline Consensus Report: Strategies from the Field to Keep

Students Engaged in School and Out of the Juvenile Justice System.This report devoted an entire chapter

to conditions for learning. Schools that assess and improve their conditions for learning have reduced
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both discipline referrals and suspensions. Incorporating prevention, early and intensive best-practice

interventions can differentiate support for students in a manner that reduces discipline problems in the

classroom and the larger school setting.

HOW CAN A CONDITIONS FOR LEARNING AUDIT HELP REDUCE DISCIPLINE DISPARITIES?Schools that employ the right strategies can build and sustain CFL. These strategies can enable children

to feel a part of the school and to be exposed to academic and nonacademic practices that increase their

skills in attention, persistence, coping with frustration, problem solving, and cooperation. CFL-building

interventions such as such as social and emotional learning and the use of positive behavioral supports

have been shown to increase instructional time. Attending to student safety and connectedness can

contribute to a schoolwide foundation that can reduce problems while helping school staff best identify

students who are at risk and who require targeted support to master academic and behavioral skills.

Identifying students early and addressing those who struggle with appropriate, emotional, behavioral,

and academic mastery can reduce discipline referrals and give teachers and others the tools to help such

students master desired skills. Implementation of the CFL-building strategies can reduce discipline

disparities through the use of best practice interventions and objective evaluation of student behavior

problems. The audit helps schools examine what CFL-building practices are in place and what practices

should be implemented, supported, and improved.

HOW TO USE THIS TOOL

This tool is organized into five domains:

Physical and emotional safety

Connectedness and support

Social and emotional learning

Engagement and challenge

A comprehensive data plan for a safe, supportive and effective school addressing fair discipline

practices

The items listed under each domain represent a well-functioning school setting, one in which the

conditions for learning are healthy, positive, and productive. Select each of the items that apply to your

school. Prior to selecting an item, consider whether you have evidence or documentation to support your

self-assessment of the domains in which you believe your school is performing well. Items that do notapply to your school suggest areas of improvement.


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DOMAIN 1:PHYSICAL AND EMOTIONAL SAFETYi

Students, teachers, staff, and families need to be physically and psychologically safe.

We conduct an annual review of the school facilities for safety (e.g., access to the building,

unmonitored areas, blind-spots where students could be threatened, bullied or injured).

We conduct a review of routes to and from school (including walking, school bus, public

transportation) to ensure physical and psychological safety.

All students and staff participate in mandatory and explicit training on school policies and the

code of conduct.

We review school facilities to ensure a welcoming environment for students and family.

We celebrate our schools physical and psychological safety, sharing highlights with students,

staff, families, and community.

We seek and encourage feedback from all stakeholders regarding physical, psychological safety

and caring connections.

We conduct an annual risk assessment to identify potentially dangerous internal and external

threats to the school community such as chronically violent students, staff facing personal

challenges, or heightened neighborhood gang violence.

We have a core crisis intervention or emergency preparedness team in place that meets

regularly to establish, review, and monitor school safety policies and procedures.

We have crisis intervention or emergency preparedness procedures in place:

The procedures are based on a review of current district, state, and federal procedures andcrisis intervention manuals.

We have a schoolwide system in place for managing and fostering positive student behavior ii,

school policies, and a code of conduct (or rules of behavior):

Are drafted using positive language

Are documented in writing

Are displayed prominently in common areas

Are accessible to all students and families in hardcopy

Are accessible to all students electronically

Are solution oriented, including mechanisms for mediation, resolution, and counseling

We have bullying prevention programs in place that include addressing cyber-bullying

We have policies and practices in place to prevent harassment and ensure that all students are

treated with respect


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If there are gangs in our community, we have programs in place to address gang activities,

including gang abatement programs

DOMAIN 2:CONNECTEDNESS AND SUPPORT

Students need to feel connected to teachers and the learning setting, must have access to

appropriate support, and must be aware of and know how to access the support.

We have policies and practices in place to ensure that every student feels welcome and is

connected to a caring adult with whom the student can identify and readily access for support.

This includes the following: iii

Students are greeted upon entering school and classroom.

Teachers and other staff are provided training and coaching in serving as advisors to

students.

We provide training, time, and support for staff advisories to occur.

We provide time and training for the adoption of class meetings.

We provide opportunities to support and encourage all students to participate in

extracurricular activities, including targeted supports for students at risk and those with

disabilities.

We have policies and practices that encourage positive, periodic outreach to families from

teachers and others (e.g., advisors, counselors, administrators).

We acknowledge staff-driven strategies to address caring and connectedness.

We have a systematic method in place to investigate the causes of the conflict between

staff and students, families, and each other.

We have initiatives in place such as mediation between students involved in conflict to

facilitate a resolution.

We employ restorative practices to build community and address problematic behavior.

We have supportive reintegration of any students removed from the classroom or school

after the conflict or out-of-school suspension.

We have mechanisms in place to identify and provide nonstigmatizing support to students who

are at risk of academic failure or disciplinary action:

As an outcome of screening for mental health or special education needs

With an early warning system or some other data collection activity

We use tiered approaches to address the following:iv

Student mental health needs


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Student social and emotional learning needs

Student academic needs

Specific student needs that can cause chronic absence, alienation, isolation, rejection, low

affinity, and warning signs of violence to self or others

Formal strategies are in place including the following:

Universal strategies and interventionsto foster positive behaviors, academic success, caring

and connectedness schoolwide.

The strategies and interventions are culturally competent.

The strategies and interventions are trauma sensitive.

Early interventionsare in place for studentswhose circumstances, academic, behavioral, or

social-emotional needs place them at risk of school failure or disciplinary action and build

upon protective factors for students at risk for severe academic or behavioral concerns.

The early interventions are developmentally appropriate.

The early interventions are culturally competent.

The early interventions are trauma sensitive.

Intensive interventionsand treatments are in place for students who are determined to be at

the highest level of risk or need (e.g., targeted or personalized coordinated,

comprehensive, and sustained services and supports for the student and to the extent

feasible, the family).

The intensive interventions and treatments are developmentally appropriate.

The intensive interventions and treatments are culturally competent.

The intensive interventions and treatments are trauma sensitive.

The intensive interventions and treatments are youth and family driven.

DOMAIN 3:SOCIAL AND EMOTIONAL LEARNING

Students and adults need help developing social and emotional learning skills to manage their

emotions and relationships positively and surround themselves with peers who also engage in

socially responsible behavior.

We have a schoolwide strategy for teaching and supporting the mastery of social-emotional

learning skills.

Teachers are trained and supported in supporting social-emotional learning through instructing

social-emotional learning using a school or system selected best practice, age appropriate

curriculum.


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Teachers and adults have opportunities to develop their social and emotional skills.

Social-emotional learning curricula and pedagogy are aligned with academic instruction and

activities.

Staff, families, and community partners are made aware of the social-emotional learninginstruction and mastery goals.

Social-emotional learning skills are used to address behavioral skill deficits and behavior

problems as well as school rules and discipline procedures.

Social-emotional learning skills are leveraged to promote academic engagement and success.

Social-emotional learning skills are supported as well as enhanced by restorative practices and

anti-bullying or harassment efforts.

We implement evidence-based strategies and programming to help students and adults

develop or enhance the following skills:

v

Self-awareness (recognizing ones emotions and values as well as ones strengths)

Anger management

Conflict management

Social awareness (showing understanding and empathy for others and understanding

implicit bias)

Relationship skills (forming positive relationships, working in teams, and dealing effectively

with conflict)

Responsible decision making (making ethical, constructive choices about personal andsocial behavior)

Stress reduction

Problem solving

Addressing frustration and positive coping strategies

DOMAIN 4:ENGAGEMENT AND CHALLENGEvi

Students need to be actively engaged in learning endeavors that are relevant to them and that

enable them to develop the skills and capacities to reach positive life goals.

Subdomain 4.1: Student Engagement in High Academic Content

The curriculum and instruction in all core academic areas focuses on complex, authentic, real-

world problem-solving tasks.


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The curriculum and instruction in all core academic areas provides opportunities for students to

engage in team-based approaches (e.g., cooperative learning, peer tutoring, team problem-

solving activities).

The curriculum and instruction support the development of metacognitive skill (the ability to

self-assess learning strengths and weaknesses).

The curriculum and instruction reflects cultural and linguistic competence.

Students have the opportunity to participate in experiential, project-based, or service learning

projects.

The curriculum and instruction provides opportunities for students to apply learning to their

personal interests (e.g., select the topic of a research paper).

Students have access to an enriching learning environment that includes the following:

Adequate learning space Adequate instructional equipment (e.g., functioning white boards and computers)

Sufficient print and nonprint instructional materials (e.g., textbooks)

Library services

Educational technology

Subdomain 4.2: Academic Challengevii

All students receive the support necessary to master challenging material and meet high

standards. Students are offered explicit instruction in study skills.

Students receive challenging academic instruction and differentiated support from proficient

teachers.

Students have the access and opportunity to take college preparatory coursework.

We have clearly stated goals for academic achievement.

We have academic goals that are linked with systemwide and community academic

expectations.

We have a means for ensuring that students know what the academic expectations are.

Instructional staff members are provided ongoing training and resources that are aligned with

academic expectations.

Academic goals are coordinated across grade levels and subject areas.

The learning environment is differentiated so that ALL students have the opportunity to meet

academic expectations.


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We systematically assess and monitor student progress on these academic goals.

Academic supports and interventions are accessible to students who are struggling to meet

expectations.

Instructional staffs understanding and support of these expectations are reflected in thefollowing:

Lessons plans

Student assignments

Formative assessments

Samples of student work

Subdomain 4.3: Engaging Families

We have a written plan for engaging parents and families to support the education and

development of their children that includes the following:

Recognizes that all families regardless of income, education, or cultural background

want their children to do well and can be involved in their childrens learning.

Enables families to communicate with school personnel in their preferred language.

Designs programs that will support families to guide their childrens learning, from

preschool through high school.

Develops the capacity of school staff to work with families.

Links efforts to engage families to learning in school, at home, and in the community.

Builds families social and political connections.

Families from all segments of our catchment area helped develop the plan.

We use a tiered approach to engage families in activities that includes the following:

Universal strategies and activities are intended for all parents and include the following:

Create a welcoming environment.

Solicit family input.

Provide an orientation to the school.

Establish ongoing mechanisms for effective two-way communication.

Sponsor social activities.

Selective strategiesand activities are intended to give a boost to specific groups of families

who have a similar need, such as the following:

Connect families with each other.


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Offer families education and training at locations in their neighborhood.

Translate materials.

Solicit family input.

Recruit family members to serve on advisory groups.

Intensive strategiesare in place for families who are hard to reach and involve the following:

Tailor approaches to individual families.

Meet with individual families at a place they feel safe and comfortable.

Help repair relationships (such as between the student and their family or the family

and their childs teacher).

Hire family liaisons to work with families one on one.

We have an active parent or parent/teacher organization that offers opportunities for parentsand family members to learn about the school and curriculum, the social and emotional

learning program, and how they can help support their childs learning at home.

We offer workshops, seminars, and short courses for families on topics of interest to them, such

as helping to prepare their children for statewide tests, how to foster good social skills,

medication management, nutrition, and child development.

In planning activities for families, we use a tiered approach and consider the following things:

What do we want parents and families members to know or be able to do as a result of this

activity?

What groups of families are we trying to reach?

How will we get the information or skills from this activity to all families who need it?

How will we know if the goals of the activity were achieved?

DOMAIN 5:ACOMPREHENSIVE DATA PLAN FOR A SAFE,SUPPORTIVE,AND EFFECTIVE

SCHOOL ADDRESSING FAIR DISCIPLINE PRACTICESviii

To establish a positive school culture and climate, efforts to improve conditions for learning must be

formalized, documented in a plan, and assessed routinely and systematically.

Subdomain 5.1: Data Driven Decision Making

We administer a valid and reliable school climate or conditions for learning survey annually to

the following:

Students

School staff


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Parents or legal guardiansix

The survey is used for continuous quality improvement and accountability.

We are able to disaggregate survey data by: x

Gender

Race/ethnicity

Disability status

English language learner status

Sexual orientation

Low socioeconomic status or free or reduced-price lunch edibility

Poverty

We collect data on the following school environmentindicators:xi

Violent and other crime incidents that take place on school grounds

Discipline problems (e.g., office referrals)

Racial or ethnic insults and tensions

Bullying (physical and verbal) by location (e.g., classroom, hallway, parking lot, cafeteria)

Cyber-bullying (e.g., Internet, e-mail, instant message, gaming)

Hate crime

Sexual harassment

Sexual harassment due to sexual orientation

Verbal abuse of and by teachers and staff

Classroom disorder

Gang activity

Cult or extremist group activity

Cleanliness of facilities

How students and staff experience security personnel.

Drug activity (i.e., buy, sell, or use)

We collect data on the following on school safetyindicators:xii

Physical fights on school grounds by location

Students carrying weapons on school property


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Students use of alcohol Illegal substances

We use school discipline data to identify disparities in offense (or incident) AND disciplinary

action (e.g., sanction, positive behavioral support) by student demographic group:

Race or ethnicity

Disability status (disaggregated by disability type)

Gender

Sexual orientation

English language learner (ELL) status

We use school discipline data to identify disparities by student demographic group AND

disciplinary action:

Resolution through counseling, restorative justice, conflict resolution, behavioral contract,

other

In-school suspension

Out-of-school suspension

Expulsion

School-based arrest

We use school climate or conditions for learning student survey data to inform programming

decisionsxiii

We use school climate or conditions for learning teacher survey data to inform decisionmakingxiv

Subdomain 5.2: Training and Technical Assistance

Our professional training and technical assistance initiatives reflect our strategic plan to

address the strategic plan for classroom, school, and school community conditions for learning

in addressing safety, discipline, and discipline disparities.

We engage an external evaluator or technical assistance provider to conduct an audit of the

school climate or conditions for learning on a periodic basis (e.g., once every two to four

years)xv

All school staff participate in mandatory, in-service, and explicit training on school policies and

the code of conduct includes a review of school discipline data and discipline disparities on an

annual basis.


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We keep students, staff, and stakeholders informed of the effects of exclusionary discipline,

such as suspension, as well as alternatives to exclusionary discipline, including impacts on

school safety and discipline disparities.

Teachers struggling with classroom management or interpersonal relationships with specific

students have formal access to support from the following:

Behavior management specialist, school counselor, psychologist or social worker, or

technical assistance provider

Master teacher

School administrator

We conduct or provide access to the following professional development opportunities:xvi

Addressing the needs of students with mental health needs

Addressing the needs of students with emotional and behavioral disorders

Addressing the needs of students with learning disabilities

Addressing the needs of students with physical disabilities

Adolescent development

Mindsets, stereotype threat, and self-fulfilling prophecies

Conflict prevention

Conflict resolution

Crisis intervention and emergency response

Cultural competence

Implicit bias

Linguistic competence

Classroom management

Class meetings and advisories

De-escalation techniques

Positive approaches to school discipline (e.g., restorative practice) Positive family engagement

Social-emotional learning and instruction

Supportive relationships

Classroom practices that support resilience


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Trauma sensitivity and trauma-informed approaches


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Enhancing School-Based Prevention and Youth Development through Coordinated Social, Emotional, and Academic

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School-based social and emotional learning (SEL) programming: Current perspectives,
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17 | P a g e

Improving Conditions for Learning for Youth Who Are Neglected or Delinquent

viThe School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the

Juvenile Justice SystemImproving Conditions for Learning for Youth Who Are Neglected or DelinquentviiSafe, Supportive and Successful Schools Step by StepviiiSafe, Supportive and Successful Schools Step by Step

ixAvoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a Comprehensive

Districtwide Approach to Improving Conditions for Learning,The School Discipline Consensus Report: Strategies from

the Field to Keep Students Engaged in School and Out of the Juvenile Justice System,Improving Conditions for

Learning for Youth Who Are Neglected or Delinquent

xAvoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a Comprehensive


xi Indicators of School Crime and Safety: 2012

xii Indicators of School Crime and Safety: 2012xiiiAvoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a Comprehensive


the Field to Keep Students Engaged in School and Out of the Juvenile Justice System,Improving Conditions forLearning for Youth Who Are Neglected or DelinquentxivAvoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a Comprehensive


the Field to Keep Students Engaged in School and Out of the Juvenile Justice System,Improving Conditions for

Learning for Youth Who Are Neglected or DelinquentxvAvoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a Comprehensive


xviThe School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the

Juvenile Justice System, Improving Conditions for Learning for Youth Who Are Neglected or Delinquent,Safe,

Supportive and Successful Schools Step by Step

SUGGESTED CITATION:

Amos, L., Dwyer, K., Osher, T., Osher, D., & Mayo, R. (2016). NCSSD conditions for learning school audit tool to

address discipline disparities.Washington, DC: National Clearinghouse for Supportive School Discipline.

Retrieved fromhttp://supportiveschooldiscipline.org/resources/ncssd-conditions-learning-school-audit-

tool-address-discipline-disparities.
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