The Association’s Role in

Closing the Achievement GapCTA Presidents’ Conference 2015

San Jose, CA

Chad Cooper/RUS, Imperial Kenya Spearman/RUS, Sacramento

Can you relate?

• This training will highlight the opportunity to engage in the Local Control and Accountability Plan (LCAP) development to address the needs of students who are better served with a “wraparound” approach to learning. Supportive services such as mental health providers, arts instruction, positive behavioral intervention and supports (PBIS), and the like will be covered. Additionally, a guidance to community engagement will be presented.

Student suspensions is a hot topic. Fear mounts when supportive structures are not in place at the school site. Administration is fearful of parent complaints and possible litigation around disparate treatment of students. How do we come together to foster a strong learning and teaching environment?

“A Disturbing National Trend”…

“…students are funneled out of public schools and into the juvenile and criminal justice systems.”

Source: American Civil Liberties Union (ACLU)

Out of School and Off Track (UCLA Civil Rights Project, 4/2013)

National data from 6,779 school districts reveal that, in 2009-10 school year:

• In 839 districts , >10% of their students suspended. • In several of nation's largest districts

(Chicago, Columbus, Memphis, etc.), > 18% suspended.• In 200 districts, > 20% suspended.• 3.3 million students received out-of school

suspensions.Source: UCLA Civil Rights Project

Same Survey Showed Racial Disproportionality in Suspension Rates• 1/3 of 3.3 million suspensions were Black; • 1/10 were Hispanic• Among all students enrolled in K-12 • 1/6 (17%) Black students suspended • 1/13 (8%) Native Americans suspended • 1/14 (7%) Latinos suspended • 1/20 (5%) White students suspended • 1/50 (2%) Asian Americans suspended

Source: UCLA Civil Rights Project

Greater Racial Disproportionality for Children of Color with Disabilities

• For all children of color combined, >13% of students with disabilities suspended.

Note: This is twice the national rate of their non-disabled peers.• For nation’s largest school districts, sometimes

more than 33% of male students of color with disabilities suspended.

Source: UCLA Civil Rights Project

Indicators that a student of color is moving into the pipeline:

• Low academic achievement • Failure to progress toward

graduation• Being a student of color with a

disability• Dropping out • Lack of adequate support systems• Expulsions and lengthy or multiple

out of school suspensions

Dispelling Myths• Research shows no legitimate justifications for

disparate treatment. There is no evidence that students of color misbehave more than white students. However, they are punished more severely, often for less serious behaviors.

• African-American, Hispanic, and Native American children are far more likely to be suspended , expelled, or arrested for the same conduct as their White peers at school.

Source : Council of State Governments

Dispelling Myths

Instead of addressing serious threats to school safety, most of these punishments are for classroom disruptions• skipping school• minor fights• dress code violations• “disrespecting” a teacher• other such behaviors

Source : Council of State Governments

Texas Study Supports National Findings and Elaborates on Impact

A student of color expelled for a “discretionary” violation was nearly 3X as likely to be in contact with the juvenile justice system the following year.Source : Council of State Governments

Other Impacts• Current zero tolerance and other

exclusionary school discipline policies and higher rates of student alienation, anxiety, rejection, and distrust of adults.

Source: American Psychological Association

• Young adults with histories of school suspension are less likely to vote and volunteer in civic activities

Source: Discipline and Participation, a joint study by University of Delaware and Arizona State University

Focus: Exclusionary School Discipline Policies and Practices

“Dramatic increases in the use of lengthy out of school suspensions, expulsions, referrals to alternative schools, referrals to law enforcement, and school-based arrests have blurred the line between the education and criminal justice systems.”

Source: The Advancement Project

California Education Code, 48900 - 48927

• Title 2: Elementary and Secondary Education• Division 4: Instruction and Services

• Part 27: Pupils• Chapter 6: Pupil Rights and Responsibilities

• Article 1: Suspension or Expulsion

September 2014 chaptered changes48900 A pupil shall not be suspended from school or recommended for expulsion, unless the superintendent of the school district or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of subdivisions (a) to (r), inclusive: (k) (1) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. (2) Except as provided in Section 48910, a pupil enrolled in kindergarten or any of grades 1 to 3, inclusive, shall not be suspended for any of the acts enumerated in this subdivision, and this subdivision shall not constitute grounds for a pupil enrolled in kindergarten or any of grades 1 to 12, inclusive, to be recommended for expulsion. This paragraph shall become inoperative on July 1, 2018, unless a later enacted statute that becomes operative before July 1, 2018, deletes or extends that date.

4891048910. (a) A teacher may suspend any pupil from class, for any of the acts enumerated in Section 48900, for the day of the suspension and the day following. The teacher shall immediately report the suspension to the principal of the school and send the pupil to the principal or the designee of the principal for appropriate action. If that action requires the continued presence of the pupil at the schoolsite, the pupil shall be under appropriate supervision, as defined in policies and related regulations adopted by the governing board of the school district. As soon as possible, the teacher shall ask the parent or guardian of the pupil to attend a parent-teacher conference regarding the suspension. If practicable, a school counselor or a school psychologist may attend the conference. A school administrator shall attend the conference if the teacher or the parent or guardian so requests. The pupil shall not be returned to the class from which he or she was suspended, during the period of the suspension, without the concurrence of the teacher of the class and the principal. (b) A pupil suspended from a class shall not be placed in another regular class during the period of suspension. However, if the pupil is assigned to more than one class per day this subdivision shall apply only to other regular classes scheduled at the same time as the class from which the pupil was suspended. (c) A teacher may also refer a pupil, for any of the acts enumerated in Section 48900, to the principal or the designee of the principal for consideration of a suspension from the school.

4892548925. As used in this article: (a) "Day" means a calendar day unless otherwise specifically provided. (b) "Expulsion" means removal of a pupil from (1) the immediate supervision and control, or (2) the general supervision, of school personnel, as those terms are used in Section 46300. (c) "Schoolday" means a day upon which the schools of the district are in session or weekdays during the summer recess. (d) "Suspension" means removal of a pupil from ongoing instruction for adjustment purposes. However, "suspension" does not mean any of the following: (1) Reassignment to another education program or class at the same school where the pupil will receive continuing instruction for the length of day prescribed by the governing board for pupils of the same grade level. (2) Referral to a certificated employee designated by the principal to advise pupils. (3) Removal from the class, but without reassignment to another class or program, for the remainder of the class period without sending the pupil to the principal or the principal's designee as provided in Section 48910. Removal from a particular class shall not occur more than once every five schooldays. (e) "Pupil" includes a pupil's parent or guardian or legal counsel.

Nolan in I.S.S.

Local Control Accountability Plan8 State Priorities1. Access to core services2. Pupil achievement3. Pupil engagement4. Parent involvement5. School climate6. Implementation of the Common Core State Standards7. Access to a broad course of study and programs for high-needs and exceptional students8. Other student outcomes

Student Engagement(5) Pupil engagement, as measured by all of the following, as applicable: (A) School attendance rates. (B) Chronic absenteeism rates. (C) Middle school dropout rates, as described in paragraph (3) of subdivision (a) of Section 52052.1. (D) High school dropout rates. (E) High school graduation rates.

School Climate(6) School climate, as measured by all of the following, as applicable: (A) Pupil suspension rates. (B) Pupil expulsion rates. (C) Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.

October 2013 NSO Org4Pwr 25

Maslow’s Hierarchy of Needs

Growth & Being Needs

Deficit Needs

Helping Others

Self-aware, Fulfilling their potential

Emotional Needs

Cognitive Needs

Water, Air, Food and Sleep

Work, Insurance, Safe, Shelter

Belonging, Love, Affection

Recognition, Personal Worth, Accomplishment, Self-Esteem

Transcendence

Self-Actualization

Aesthetic Needs

Know & Understand Needs

Physiological Needs

Security Needs

Social Needs

Esteem Needs

So…..you made it…

• What was school like for you?• What supportive structures

and/or persons guided you through things you were limited in accomplishing alone?• When looking at Maslow’s

Hierarchy of need, where were you when going through school? How? Why?

So what do we do?How do we keep students in school?How do we teach them good behavior?How do we help students to succeed ?What does support look like for the teacher and the students?How do we get communities involved?

Maslow’s Hierarchy of Needs

Solutions• 8 areas guide for organizing and engagement• Student support • Personnel: trained and communicative • Partnerships: mental health services, community members, local

businesses• Positive Behavioral Intervention and Support• Restorative Justice Programs

Testimonials

ucla

Resources• www.cta.org• SCOPE• IPD• www.PBIS.org• Office of Juvenile Justice and Delinquency Prevention• Supportive School Discipline Initiative (SSDI)

Bibliography• LAUSD: Discipline Policy Notebook• US Department of Justice: Bureau of Justice Statistics• Breaking School Rules - Public Policy Research Institute• Center for Civil Rights Remedies – At the Civil Rights Project• United Teachers/UTLA Newsletter-Building a Movement for Change • Dissent Magazine: Teacher-Community Unionism: A Lesson for St. Paul

• LAUSD/LCAP

• http://www.sanjuan.edu/Page/4819

Thank you