Behavior Interventions and Discipline for Special Education Students
Report on School Climate, Student Behavior, and Discipline...Report on School Climate, Student...
Transcript of Report on School Climate, Student Behavior, and Discipline...Report on School Climate, Student...
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Report on School Climate, Student Behavior, and DisciplineDr. Mary Boswell-McComasDr. Penelope Martin-KnoxDr. Renard AdamsDr. Melissa Lembo Whisted
October 24, 2017
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School Climate, Student Behaviorand Discipline
• Guiding Regulations and Policies
• Current BCPS Data
• BCPS Framework for Climate
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RestorationRestoration
BCPS Framework for Climate
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Guiding Regulations and Policies
COMAR 13A.08.01.11: Requirements for Disciplinary Action
School systems’ disciplinary programming should:
• Implement positive behavior programming.• Keep students connected.• Allow administrator discretion.• Evaluate educational and counseling needs.• Use exclusion as a last resort.
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• MSDE must develop a method to analyze disproportionality’s impact on:oMinority students.
o Students with disabilities.
• School systems identified as disproportionate in disciplinary practices must:oCreate a plan to reduce the impact within 1 year.
oCreate a plan to eliminate the impact within 3 years.
Guiding Regulations and Policies
COMAR 13A.08.01.21: MSDE’s Approach to Disproportionality
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Policy 0100• Raising achievement for all students and
closing achievement gaps among all students are top priorities of the Board.
• Disparities on the basis of race, special education status, gender, ethnicity, sexual orientation, gender identity (including gender expression), English language learner (ELL) status or socio-economic status are unacceptable.
Policy 5560
• Decreasing length of suspensions
• Including minimal educational services
• Allowing administrator discretion
• Revising the Student Behavior Handbook
BCPS Policies
Response to MSDE Regulations and Student Demographics
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Current BCPS Data
Stakeholder Survey 2017
• Elementary students feel safer than secondary students.
•Adults in BCPS had high perceptions of safety.
• Students perceive bullying to be a problem.
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Stakeholder Survey 2017
I feel safe at my school.
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86.4%
70.0% 71.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Elementary Middle High
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Stakeholder Survey 2017
Students respect each other at my school.
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76.2%
35.1%41.3%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Elementary Middle High
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Stakeholder Survey 2017Most students in my school are accepting of other students.
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76.2%
55.1%60.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Elementary Middle High
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Stakeholder Survey 2017
Most students in my school try to work out their disagreements with other students by talking to them.
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59.9%
37.2% 39.3%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Elementary Middle High
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Stakeholder Survey 2017Most students in my school stop and think before doing
anything when they get angry.
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45.1%
25.5%31.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Elementary Middle High
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Stakeholder Survey 2017
I feel welcome at my school.
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85.3%73.8% 74.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Elementary
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Stakeholder Survey 2017
I feel safe at my school and/or work.
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8670
72
8563
8280
860 25 50 75 100
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Stakeholder Survey 2017
Bullying is a problem at this school.
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45
51
42
31
40
23
0 25 50 75 100
PERCENT AGREEMENT
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Current BCPS Data
Disproportionality in BCPS
• Demographics of BCPS have changed.
• Research states students of color are three times more likely to be removed.
• BCPS suspension data is consistent with national trends and research.
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Demographic Shift: Race/Ethnicity
White83.20%
African American 13.70%
Asian2.20%
Hispanic 0.60%
American Indian0.30%
BCPS ENROLLMENT 1983-1984
White42.10%
African American38.80%
Hispanic7.70%
Asian 6.70%
Multiracial 4.20%
American Indian0.40%
Hawaiian/Pacific Island
0.10%
BCPS ENROLLMENT 2016-2017
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Demographic Shift: Poverty
FARMS45%
Non-FARMS55%
2016-2017
FARMS Non-FARMS
FARMS27%
Non-FARMS73%
1997-1998
FARMS Non-FARMS
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BCPS Suspension Data 2016-2017
System total number of incidents: 9,783
1320
3953
4183
226
15
0 500 1000 1500 2000 2500 3000 3500 4000 4500
Elementary
Middle
High
Centers
Special Schools
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176
8191
208
145
240
153
121
258
165
225
124 131
246
183
0
50
100
150
200
250
300
Disruptive Behavior Physical Attack on aStudent
Possession of a ControlledSubstance
Striking a Staff Member(Intentional/Unintentional)
Possession/Use of a RealWeapon
2014-2015 2015-2016 2016-2017
Board Suspensions: Top Five Categories
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BCPS Suspension Data 2016-2017
Suspensions Compared with Enrollment
38.8
8.9
40.0
4.6
44.5
11.73.1
66.0
6.5
21.3
4.5
68.0
25.1
3.70.0
20.0
40.0
60.0
80.0
100.0
Black Hispanic White Multi-Racial FARMS SpecialEducation
ELL
Percent of Enrollment Percent of Suspensions
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BCPS Suspension Data 2016-2017
Suspension Rate Comparisons
9.3
4.02.9
5.4
8.3
3.2 3.74.6
11.7
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
Black Hispanic White Multi-Racial FARMS Non-FARMS ELL GeneralEducation
SpecialEducation
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Special Education, FARMS, and Race
FARMS Suspension Rate: 8.3%
45.9
7.3
38.1
4.40
10
20
30
40
50
60
70
80
90
100
Black Hispanic White Mutli-Racial
Special Education Status By Race
52.8
12.4
23.4
5.1
0
10
20
30
40
50
60
70
80
90
100
Black Hispanic White Mutli-Racial
FARMS Status By Race
Special Education Suspension Rate: 11.7%
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Students’ Sense of Belonging
Belonging Domain Index Score By School Level
63.9
48.5 49.7
0
10
20
30
40
50
60
70
80
90
100
Elementary Middle High
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RestorationRestoration
BCPS Framework for Climate
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• Tier I: Universal Prevention
• Tier II: Early Intervention
• Tier III: Intensive Intervention
Prevention
Multi-Tiered System of Supports
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• Schoolwide Community Building
• Conscious Discipline
• Community Partners
• Youth Mental Health First Aid
Prevention
Tier I: Universal Prevention
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•Personalized Student Success Planningo Student Support Team
•Best Practices in Classroom Management
•Classroom Check-Up
Prevention
Tier II: Early Intervention
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• Individualized Educational Planning
•Crisis Prevention Institute
•Applied Behavioral Analysis
Prevention
Tier III: Intensive Intervention
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•Circles
•Questions
•Conferences
Restoration
International Institute of Restorative Practices
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• Student responsibilities and rights
• Prevention and intervention strategies
• Parent notifications
• Code of student conduct
Logical Consequences
Student Handbook
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• Incidents are investigated.
• Each student is entitled to due process.
Student Privacy and Due Process
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RestorationRestoration
BCPS Framework for Climate
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Questions
School Climate, Student Behavior, and Discipline