Oklahoma City Public Schools discipline report

Educating Students for Life-Long Learning and Responsible Living

TO: Mr. Rob Neu,

Superintendent

FROM: Discipline Audit Team

DATE: March 31, 2015

SUBJECT: Secondary Discipline Review

A review was conducted on the discipline practices of all Middle and High Schools.

Various items were reviewed, compiled and summarized for a final report. Please find the

information below.

In this investigation the following was utilized:

Six teams of 3-4 people conducted on- site reviews of referral forms. Teams were

directed to:

o Document only out-of-school referrals.

o Document the discrepancies between paper referrals and time recorded in

TERMS on the discipline screen. Verify other discipline actions noted in

TERMS and review the withdrawal procedures when suspended. Many

instances were discovered where there were no paper forms to support

TERMS. These were counted as discrepancies.

o Document the students’ return from suspension.

Alternative Education referrals submitted to the Alternative Education Review

Committee for review/enrollment per school were compiled.

Statements received from staff, parents and written notes are included which

indicate referrals to Alternative Education; however, there were no actual

referrals made to the committee.

Data provided by PRE in a comparison between 2013-2014 and 2014-2015 as of

the date of February 28th

by total population and selected subgroups. Also, the

average length of suspensions is included.

Data collected by phone calls to parents who have children no longer active in the

district is provided.

Observational information based on school site audits is also included.

As a method of reporting, a brief description of the status of files, observations and then a

data chart will be provided per school.

Belle Isle: Belle Isle had very few suspensions. In addition, the subgroups within Belle

Isle are too small to include the data.

Item Reviewed Number of items found/percent of suspended

population

Out-of-schools referrals 28

Discrepancies Form vs.

TERMS, No Form

0

Average length of

suspension

2.4 days

Referrals to Alt Ed

Committee.

0

FY 2014 vs. FY 2015 (as of

March)

3.3% / 6.2% of total pop.

Capitol Hill High:

Files were somewhat organized in alphabetical order. Files for each student arranged by

grade and alphabetical order were provided. It appears there are a large number of long-

term suspensions.


population



TERMS, No Form

61 (22%)

Average length of

suspension

11.57 days

Referrals to Alt Ed

Committee.

223 (17% of pop)

FY 2014 vs. FY 2015 (as of

March)

19.3% / 14.7% of total pop.

FY 2014 vs. FY 2015 35% / 33.2% of African Amer. Pop

FY 2014 vs. FY 2015 16.4% / 9.3% of Hispanic pop

FY 2014 vs. FY 2015 19.8% / 20.5% of Caucasian pop

Students not returning Unknown

Other Student not enrolled, told enrollment a waste of

time- too late in year. Referrals to Alt Ed, but

no referrals submitted for placement to

committee. Few parents said they were turned

away from enrolling – told waste of time due to

the date of attempted enrollment.

Classen SAS:

Discipline files were organized per year and alphabetical. Suspensions appear to be

minimal.

Item Reviewed

Number of items found/percent of suspended

population



TERMS, No Form

4 (26%)

Average length of

suspension

19 days (H.S)

3.0 days (M.S)

Referrals to Alt Ed

Committee.

1

FY 2014 vs. FY 2015 (as of

March)

1.85% / 1.2% of total pop.

FY 2014 vs. FY 2015 1.4% / 2.5% of African Amer. Pop.

FY 2014 vs. FY 2015 1.4% / 2.5% of Hispanic pop.

FY 2014 vs. FY 2015 2.45 / .4% Caucasian pop.

Students not returning 0

Other 3 not withdrawn during suspension

Douglass:

Discipline files were somewhat organized, to very organized, depending on the Assistant

Principal. Few students were not withdrawn during suspension times. Observed students

being DNE’d instead of withdrawn for suspension. The action code of Alternative

Placement (AP) utilized which does not show as days suspended.


population



TERMS, No Form

71 (28%)

Average length of

suspension

5.04 days

Referrals to Alt Ed

Committee.

132 (20% of pop)

FY 2014 vs. FY 2015 (as of

March)

36.6% / 32.7% of total pop.

FY 2014 vs. FY 2015 38.3% / 35.2% of HS. African Amer. Pop.

53/7% / 35.1% of MS African Amer. Pop.


Other DNE’d instead of withdrawn on some students

Jefferson:

Files were in 3 boxers. They were separated by 7th

grade, 8th

grade and Special Ed. Files

were in alphabetical order. It was noted that General Ed. students had suspensions that

were in excess of 60 days cumulative. Also documented were numerous suspensions for

“excessive referrals” and “truancy”.


population



TERMS, No Form

53 (19%)

Average length of

suspension

6.04 days

Referrals to Alt Ed

Committee.

4 (.004% of pop)

FY 2014 vs. FY 2015 (as of

March)

14.6% / 16.6% of total pop.

FY 2014 vs. FY 2015 39.6% / 31.6 of African Amer. Pop.


FY 2014 vs. FY 2015 11.1% / 11.5% of Caucasian pop.


Other 13 instances of students not w/d during

suspension

John Marshall:

Referrals were in 3 boxes per assistant principal and in excellent condition. It appears

that leaving campus for lunch may be an issue. A number of ISS was a result.


population



TERMS, No Form

27 (17%)

Average length of

suspension

6.61 days (H.S)

8.60 days (M.S)

Referrals to Alt Ed

Committee.

76 (11% of pop)

FY 2014 vs. FY 2015 (as of

March)

22% / 20.3% of total pop.

FY 2014 vs. FY 2015 26.3% / 20.9% of H.S. African Amer. Pop

20.85 / 10% of M.S. African Amer. pop

FY 2014 vs. FY 2015 9.15 / 18.8% of H.S. Hispanic pop.

20% / 8% of M.S. Hispanic pop.

FY 2014 vs. FY 2015 12.9% / 10.4% of H.S. Caucasian pop.

12.1% / 3.1% of M.S. Caucasian pop.


Other 2 students DNE’d for suspension.

2 students referred to Alt Ed, but no referral to

committee

Northeast:

Records were provided in a very organized format. Records were reviewed for

suspension, however, it should be noted that most of the discipline referrals were dealt

with in a less restrictive manner than suspension.


population



TERMS, No Form

36 (43%)

Average length of

suspension

3.12 days (H.S)

2.96 days (M.S)

Referrals to Alt Ed

Committee.

1

FY 2014 vs. FY 2015 (as of

March)

5.8% / 11.8% of total pop.

FY 2014 vs. FY 2015 5.3% / 12.1% of H.S. African Amer. Pop.

8.6% / 17.2% of M.S. African Amer. pop.

FY 2014 vs. FY 2015 10% / 0% of H.S. Hispanic pop

7.7% / 12.5% of M.S. Hispanic pop


Other Numerous incidents where students not w/d

during suspension time.

Northwest:

Referrals were found in excellent condition. Each student had their own discipline file

with very little overlap between assistant principals.


population



TERMS, No Form

29 (15%)

Average length of

suspension

5.75 days

Referrals to Alt Ed

Committee.

214 (20% of pop)

FY 2014 vs. FY 2015 (as of

March)

13.4% / 11.5% of total pop.

FY 2014 vs. FY 2015 23% / 20.9% of African Amer. Pop.




Other Student was referred to Emerson without

referral to Alt Ed comm.

Oklahoma Centennial:

Files were very organized. They were organized by student, by grade and alphabetically.

It was noted that numerous interventions were utilized prior to suspension.


population



TERMS, No Form

105 (39%)

Average length of

suspension

5.16 days (H.S)

5.0 days (M.S)

Referrals to Alt Ed

Committee.

90 (15% of pop)

FY 2014 vs. FY 2015 (as of

March)

32.6% / 27.8% of total pop.

FY 2014 vs. FY 2015 40.9% / 36.6% of H.S. African Amer. Pop.

32.3% / 39.8% of M.S. African Amer. Pop.

FY 2014 vs. FY 2015 11% / 12.5% of H.S Hispanic pop

19.2% / 24% of M.S. Hispanic pop.


Other 4 students noted as Alt Ed, but no referral to Alt

Ed Committee

Rogers:

The 6th

grade and 8th grade were in file folders, while the 7th

grade files were in two

binders with nothing showing the difference between one file and the next. Some files

had no identifying grade. Some students had 2 files.


population



TERMS, No Form

45 (34%)

Average length of

suspension

3.56 days

Referrals to Alt Ed

Committee.

7 (2% of pop)

FY 2014 vs. FY 2015 (as of

March)

29.8% / 36.5% of total pop.


FY 2014 vs. FY 2015 22% / 20.7% of Caucasian pop.


Other 7 students not w/d during suspension

Roosevelt:

Files were well organized, alphabetized by grade-level.


population



TERMS, No Form

41 (28%)

Average length of

suspension

3.45 days

Referrals to Alt Ed

Committee.

0

FY 2014 vs. FY 2015 (as of

March)

16.5% / 14.2% of total pop.


FY 2014 vs. FY 2015 25% / 14% of Caucasian pop.


Other

Southeast:

Records were provided in a cardboard box (appeared to cover 4 years, no organization).

Suspension times were short (50 incidents reviewed and 35 of those were for one day).


population



TERMS, No Form

18 (36%)

Average length of

suspension

2.55 days

Referrals to Alt Ed

Committee.

8 (<1% of pop)

FY 2014 vs. FY 2015 (as of

March)

7.6% / 6.7% of total pop.





Other 18 incidents students were not w/d during

suspension time

Star Spencer:

Paper referrals were provided in stacks with no order. The team asked for folders and had

to organize the paper referrals before start the review. Almost every file had a

discrepancy of reported suspensions, withdrawals, and re-entry dates. Also noted was that

very few paper referrals were given to the team. The administrators were asked twice if

there were any other files. Out of the 81 referrals, 46 did not have a paper referral in the

file


population



TERMS, No Form

53 (66%)

Average length of

suspension

4.52 days

Referrals to Alt Ed

Committee.

31 (7% of pop)

FY 2014 vs. FY 2015 (as of

March)

22.6% / 25.3% of total pop.

FY 2014 vs. FY 2015 25.6% / 28.1% of African Amer. Pop


Students not returning

Other 20 students not w/d during suspension

Taft:

Files were filed per assistant principals. Assistant principals are assigned teams and

stated very few times are students seen by other Aps, unless absent. Each student had a

file; however, some students had 3-4 files spread across all Assistants. It was very

difficult to track referral forms with the multiple files that exist.


population



TERMS, No Form

82 (26%)

Average length of

suspension

2.92 days

Referrals to Alt Ed

Committee.

13 (2% of pop)

FY 2014 vs. FY 2015 (as of

March)

23.3% / 30% of total pop.



FY 2014 vs. FY 2015 22% / 25.2% of Caucasian pop


Other

US Grant:

Files were well organized, alphabetized by grade-level.


population



TERMS, No Form

168 (36%)

Average length of

suspension

8.89 days

Referrals to Alt Ed

Committee.

233 (14% of pop)

FY 2014vs. FY 2015 (as of

March)

16.3% / 12.6% of total pop.


FY 2014 vs. FY 2015 14% / 10% of Hispanic pop.



Other When contacted, 11 parents of inactive students

commented they were told to enroll at Emerson,

MCA or Seeworth – no school referral

submitted to Alt Ed. Committee.

Also when called, parents indicated they were

told there was no space to enroll at Grant or

student would waste time since late in year, etc.

Webster: Files for every student were provided, but were mostly empty. Files were

organized by grade.


population



TERMS, No Form

63 (24%)

Average length of

suspension

5.77 days

Referrals to Alt Ed

Committee.

24 (3% of pop)

FY 2014 vs. FY 2015 (as of

March)

19.3%/ 19.9% of total pop.





Other Incidents found where students were not w/d

during suspension.

Total of Secondary Schools:


population



TERMS, No Form

856 (29%)

Average length of

suspension

5.8 days

School Specific Summary:

As a condensed summary of the schools audited, the following can be stated:

When compared to last year at this time, Taft and Rogers have increased out of school

suspensions within their total student population, African American and Hispanic

populations. Each of these schools has a subgroup population where 50% of that student

body has been suspended. No other secondary schools have a subgroup at 50%

suspension.

Schools with at least one subgroup increasing in their percent of student suspensions

were Classen (African American), Douglass (Hispanic), Jefferson (Hispanic), John

Marshall (Hispanic), Northeast (African American & Hispanic), Centennial (African

American & Hispanic), Roosevelt (African American), Star Spencer (African American)

and Webster (Hispanic).

The average length of out of school suspension within secondary schools is 5.8 days.

Schools that exceed the average of 5.8 days are US Grant High School at 8.9 days,

Capitol Hill at 11.57 days, Classen SAS at 19 days and John Marshall High at 8.7 days.

Discrepancies in the data when comparing the paperwork provided parents vs. data on the

SIS and/or the lack of paperwork to support the SIS were found across the district. Star

Spencer was the worst with discrepancies or no paperwork in 66% of the out of school

suspension the teams reviewed. Northwest had the fewest discrepancies at 15%. Other

schools were between 15-66% discrepancies in their paperwork and data.

Alternative Education placement must be included in this data. Approximately 3% of the

districts 8th

-12th

grade students are placed in an alternative program. With this in mind,

there appears to be a few schools that over refer/place. Douglass and Northwest referred

20% of their student population to the alternative education. Capitol Hill High referred

17% of their student population, Centennial 15%, US Grant 14% and John Marshall 11%

of their student population.

Alternative Education data listed above is data based on the schools utilizing the district

alternative education referral process. However, there is a bigger issue to emphasize.

Data gained from parent and charter school conversations and data gained in the audit

indicates schools have the practice of withdrawing, or refusing to enroll, students and

directing the parents to go to alternative education (Emerson or Seeworth). In these

cases, no referral was submitted by the school to the alternative education committee

resulting in students not being in school. In the parents called, eleven indicated US Grant

turned them away, or withdrew their child and referred them to alternative ed. Additional

parents stated they were told at US Grant that “it was too late in the school year for the

student to enroll” or “there was no space” and they were turned away. Similar instances

were found at Northwest, Capitol Hill, John Marshall and Centennial. Again, all of these

incidents resulted in students not being in school. In a number of other instances, school

staff have suggested to parents to go directly to Seeworth; bypassing the district’s

alternative education placement procedures. Seeworth, as a Charter, can/has enrolled

students without alternative education committee referrals. These students are not

included in the percent of student body referred for alternative education.

To find a positive note, Northwest seems to be the lowest in student populations being

suspended; and at the same time, suspensions within the African American and Hispanic

subgroups has decreased since last year. They are also one of the lowest in discrepancies

in data.

Overall Summary:

In an attempt to review the paper copies of discipline forms in school sites and compare

to the documentation in the district’s student system, it was very apparent that the district

does not have clean data. Many times, the forms did not match the student system.

Even more troublesome, there were no forms to support what was in the system.

Monitoring teams found these suspensions only when they had other referral forms which

lead them to the discipline screen for a specific student.

While the District’s PRE Office can provide any report requested, the accuracy should be

questioned based on the observations of these teams in regards to the documentation

practices within school sites.

In compiling all the monitoring sheets, it was very noticeable that the district is not

consistent per incident. Not only are there inconsistencies from site to site, but within

each site. While one student may be given 1 day of suspension for an incident, another

student may be suspended 10 days for the same offense. This is supported by the average

length of suspensions across the district. However, this inconsistency is found across the

district and per each site.

Discipline per ethnicity appears to still be disproportionate in many school sites. Only

three groups were provided in this report for a comparison.

It is also noteworthy to state that it also appears there are “referrals” to alternative

education sites, but no alternative educations applications submitted to the Alt Ed

Committee for placement. This information was gained by “notes in files”, phone calls to

parents, etc. This indicates we have school staff advising parents to take their child to an

alternative education site with no assistance/referral from their school.

Recommendations:

Recognizing that suspension is an issue across the district with only limited schools using

other intervention strategies, harsh disciplinary actions against building administrators

may be too reactive.

Meetings should be held with each principal to review and discuss their discipline data

and practices. New expectations should be clearly explained and documented per

administrator with ongoing monitoring.

Documents

Oklahoma City Public Schools discipline report