Alternatives to Suspension Committee

Thursday, March 13, 20143:00-4:00 pm

Unified District Vision: High Intellectual Performance Through Equity

Our MissionThe mission of Robbinsdale Area Schools is to inspire and educate all learners to develop their unique potential and positively contribute to their community.

Unified District VisionRobbinsdale Area Schools is committed to ensuring every student graduates career and college ready. We believe each student has limitless possibilities and we strive to ignite the potential in every student. We expect high intellectual performance from all our students. We are committed to ensuring an equitable and respectful educational experience for every student, family and staff member, focusing on strengths related to:

• Race • Gender• Culture • Sexual Orientation• Ethnicity • Age• Home or First Language • Ability• National Origin • Religion• Socioeconomic Status • Physical Appearance

The Unified District Vision consists of four key goals:• Implement policies and practices that open pathways to academic excellence for all students• Utilize culturally relevant teaching and personalized learning for all students• Engage family and community members as partners• Engage and empower students by amplifying student voice

Goals and Measurements of Success

ISAIAH Clip – KARE 11Call to end school suspensions amid minority punishments – KARE 11

Corrective Action PlansMay 2012 – MDE informed the District that we had met the numerical threshold for significant disproportionality for 3 consecutive years in the area of Black students with IEPs with more than 10 days of suspension and expulsion

- Based on data from 2008-09, 2009-10, and 2010-11- District was required to use 15% of federal special education funding for Coordinated

Early Intervention Services (CEIS)

Plan for use of funding for 2012-2013- Facilitate further implementation of PBIS in the 4 secondary programs- Funded a district-wide PBIS Coordinator and a Tier 2 Behavior Interventionist at each

secondary school- Each student receiving support from the Tier 2 Interventionist was reported through

MARSS as documentation of the plan

May 2013 – District notified that we had met the threshold again- District decided to continue allocating CEIS funds to maintain the 5 positions for 2013-14- 2013-2014 Action Plan

Week of Action on School Pushout 2011

YouTube video

SUSPENSION & BEHAVIOR DATA2008-present

Out-of-School SuspensionYear Elementary Secondary

2013-2014 253 1200

2012-2013 299* 2035

2011-2012 327* 1945

2010-2011 344 3512

2009-2010 184 2566

2008-2009 291 2685

* Missing data

Out-of-School Suspension: Elementary & Secondary

Year White Black Hispanic Asian American Indian

2013-2014 226 1101 57 31 38

2012-2013* 415 1646 167 41 65

2011-2012* 693 2530 308 35 97

2010-2011 799 2563 395 36 90

2009-2010 571 1769 274 75 62

2008-2009 626 2051 174 34 91

* Missing data

Out-of-School Suspension:Number of Days of Suspension

* Missing data

Year White Black Hispanic Asian American Indian TOTAL

2013-2014 475 2970 109 77 49 3680

2012-2013* 355 1502 150 36 53 2096

2011-2012* 660 2399 290 35 89 3473

2010-2011 662 2265 358 34 71 3390

2009-2010

2008-2009

Out-of-School Suspension:Violent vs. Nonviolent Offenses

Year Elem Violent Elem Nonviolent Sec Violent Sec Nonviolent

2013-2014 139 114 348 852

2012-2013* 172 127 506 1529

2011-2012* 150 177 633 1312

2010-2011 97 247 525 2987

2009-2010 48 136 478 2088

2008-2009 119 172 517 2168

Violent offenses: arson, assault, fighting, physical aggression, terroristic threats, threats, weapons

Nonviolent offenses: defiance/disrespect, disruption, inappropriate language, inappropriate physical contact, technology violation, fires/false alarms, forgery/theft, gang affiliation/display, harassment/bullying, inappropriate PDA, inappropriate location, inappropriate sexual behavior, lying/cheating, property damage, sexual misconduct, skipping, truancy, alcohol/drugs/tobacco

In-School SuspensionYear Elementary Secondary

2013-2014 370 1683

2012-2013* 705 2679

2011-2012* 716 3292

2010-2011 564 4012

2009-2010 629 3317

2008-2009 1015 3446

* Missing data

In-School Suspension: Elementary & Secondary

Year White Black Hispanic Asian American Indian

2013-2014 316 1537 94 44 62

2012-2013* 669 2370 204 53 88

2011-2012* 881 2682 300 54 91

2010-2011 877 2961 574 86 78

2009-2010 782 2623 344 92 105

2008-2009 1003 2965 307 59 127

In-School Suspension:Number of Days of Suspension

* Missing data

Year White Black Hispanic Asian American Indian TOTAL

2013-2014 193 745 53 16 36 1043

2012-2013* 669 2368 204 53 88 3382

2011-2012* 881 2682 300 54 91 4008

2010-2011 877 2961 574 86 78 4576

2009-2010

2008-2009

In-School Suspension:Violent vs. Nonviolent Offenses

Year Elem Violent Elem Nonviolent Sec Violent Sec Nonviolent

2013-2014 167 203 207 1476

2012-2013* 303 402 304 2375

2011-2012* 272 444 274 3018

2010-2011 99 465 99 3913

2009-2010 122 507 58 3259

2008-2009 225 790 53 3393

Violent offenses: arson, assault, fighting, physical aggression, terroristic threats, threats, weapons

Nonviolent offenses: defiance/disrespect, disruption, inappropriate language, inappropriate physical contact, technology violation, fires/false alarms, forgery/theft, gang affiliation/display, harassment/bullying, inappropriate PDA, inappropriate location, inappropriate sexual behavior, lying/cheating, property damage, sexual misconduct, skipping, truancy, alcohol/drugs/tobacco

Administrative Review Data, 2013-14

Ethnicity Number of Administrative Reviews Percentage

Caucasian 9 19%

African American/Black 36 77%

Hispanic 1 2%

Asian/Pacific Islander 1 2%

American Indian 0 0%

TOTAL 47

Gender Number of Administrative Reviews Percentage

Male 34 72%

Female 13 28%

Administrative Review Data, 2013-14

Grade Number of Administrative Reviews Percentage

6 0 0%

7 5 11%

8 11 23%

9 7 15%

10 13 28%

11 4 9%

12 7 15%

TOTAL 47

Administrative Drop/Transfer Data, 2013-14

Ethnicity Number of Administrative Drops/Transfers Percentage

Caucasian 0 0%

African American/Black 12 100%

Hispanic 0 0%

Asian/Pacific Islander 0 0%

American Indian 0 0%

TOTAL 12

Gender Number of Administrative Drops/Transfers Percentage

Male 8 67%

Female 4 33%

1st Semester NC DataSecondary

Ethnicity School 1 School 2 School 3 School 4

Caucasian 155 115 93 90

Black 164 320 80 304

Hispanic 47 70 36 73

Asian 19 40 11 21

American Indian 10 19 2 21

Multiracial - - 11 -

TOTAL 395 564 233 509

Urgency of Now

Small Group Discussions

Please discuss with your group:• In your building,– what are the clear expectations for learning and

how do you ensure that every student knows them?

– what are the clear expectations for behavior and how do you ensure that every student knows them?

– what are you currently doing to reduce suspensions?

Exit Questions

• Are you familiar with your building’s Tier 1 and Tier 2 academic and behavior interventions? How is the system being monitored for fidelity?

• What are systems that you believe should be in place in every school to reduce suspensions?

• Do you think an alternative to suspension site would help reduce suspensions? What would it look like?

• What information would you like us to provide as part of this committee (i.e. restorative justice, what other schools and sites are doing to reduce suspensions)?