Presentation for the Board of Education• March 26, 2015Dr. Christiana Otuwa

Deputy Superintendent for Teaching & Learning

District Priorities and Strategies

More & Better Learning Time

Reading by 3rd Grade

Instructional Excellence

Attendance

Behavior

Course Completion

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1. Student Achievement & Growth

2. Effective, Efficient Allocation of Resources

3. Communication and Customer Service

4. Parent, Family and Community Involvement

5. Management Systems

Context of Our Work

• Student behavior continues to be a strong District focus

• We need to formalize best practices and make sure they are applied consistently and cohesively

• We cannot do this work alone, and have engaged the Community Task Force on School Climate to help us support positive student behavior

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Summary of Our Work

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• Formed Discipline Subcommittee in August– Intervention strategies– “In-practice” processes– Auditor General’s recommendations

• Met with Parent Focus Group

• Met with Student Focus Group

• Presented to Community Task Force

• New document is “Student Behavior Resource Manual” vs. previous “Discipline Guidelines”

Suspension Data Monitoring

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Suspension monitoring process has been formalized by the Office of Teaching and Learning

• Deputy Superintendent and School Chiefs review discipline data at weekly meetings

• School Chiefs discuss patterns, trends and individual support needs with Principals

• Short-term and long-term suspensions monitored on a weekly basis

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Suspensions by Month – Current vs. Past Year

Source: SPA 3/26/15

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN

2015 869 1731 1119 1010 1224 984 1498

2014 1205 1820 1293 1167 1148 1340 1662 1232 1532 822

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Suspensions by Month

2015

2014

Purpose of the Student Behavior Resource Manual

To identify, promote and support social and emotional

development for healthy relationships and a safe,

respectful environment that is conducive to learning for all

students. Included in this document are guidelines,

requirements and resources that support student conduct

and learning.

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Student Behavior Resource Manual Sections

Section 1 Introduction

Section 2 Prevention Practices/Intervention Strategies

Section 3 Progressive Consequences

Progressive Levels of Response

RCSD Regulations and Interventions

Prohibited Weapons

Section 4 Disciplinary Responses

Section 5 Short-Term Suspensions

Short-Term Suspension Process for Buildings with ISS Rooms

Short-Term Suspension Process for Buildings without ISS Rooms

Section 6 Long-Term Suspension

Long-Term Suspension Process

Section 7 Students with Disabilities

Section 8 Dignity for All Students Act

Section 9 Monitoring Plan

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Interventions/Supports

Lunch detention

After-School detention

Saturday School

Providing sports and other activities

Buddy Class – conversations with

teachers about relationships

Modeling of adult and student

behaviors

Home visits

Educate staff about who our kids are

Whole-school book study on stress

Trauma and stress education for staff

Student mediation (ATS)

Juvenile Accountability Conferences

Strong school-wide Positive Behavior

Intervention Supports (PBIS)

Mental health supports

Utilization of Mobile Crisis Team

Restorative Practices

Peace Circles – Getting Along Together

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Alternative interventions and strategies to consider prior to a suspension include:

Suspensions Should Be a Last Resort

Interventions and supports should be provided prior to a student being suspended

When suspensions are necessary:

Implementing “partner schools” for those schools without ISS

Following guidelines and formal practices – Our process adheres to procedures and timelines for parent notification, hearings,

and other requirements of Board policy

Schools must have a plan for re-entry from a suspension

Weekly monitoring ensures accountability

If a student is suspended out of school, a plan must be in place to ensure the student is provided with substantially equivalent instruction. This plan will be supplied by the Principal to the Chief of Schools.

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Next Steps

Improve implementation of standards for student behavior and conduct within our schools Setting and communicating clear expectations Training Monitoring

Address the “Whole Child” socially and academically Social and emotional behavior supports Restorative practices Curriculum enhancements/academic supports Expand positive engagement opportunities such as the arts,

music, sports, extra-curricular activities, Career & Technical education, robotics Engage parents, families and community members

Collaborate with the Community Task Force on School Climate Superintendent has pledged $500K to support this work

Online Behavior Referral Pilot Six schools participating, will run through end of this school year

Implementation of Student Behavior Resource Manual

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Release of Student Behavior Resource Manual to Principals- March- 13th

Uploading revised letters into Power-school -March 27th

Open Information Sessions Provided -Various April Dates APs CASEs Counselors/Social Workers Other building staff Parents/Families Students

Translation of Student Behavior Resource Manual– April 8th

Targeted conversations with Building Personnel/School Chiefs- Ongoing

Presentation for the Board of Education• March 26, 2015Dr. Christiana Otuwa

Deputy Superintendent for Teaching & Learning