Discipline: Suspension and Expulsion - Special … Suspension and Expulsion Jean Chi-Jen Chen, Ph.D. Statistician/Research Assistant, IDEA Data & Research Danny Osburne LEA Supervisor,

Discipline:Suspension and Expulsion

Jean Chi-Jen Chen, Ph.D.Statistician/Research Assistant, IDEA Data & Research

Danny OsburneLEA Supervisor, Stuttgart School District

Andryetta DennisDirector of Special Education, Pine Bluff School District

Special Education Data SummitJune 25, 2007

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Now our task this session

We will be reviewing Indicator 4: Data source, analysis, reporting, and relate to Focus Monitoring

Panel discussionSchool personnel may consider any unique circumstances on a case-by-case basis …What steps should area school districts take to ensure that local procedures and practices regarding suspensions and expulsions of children with disabilities are in compliance with federal regulations?Discipline interventionOthers

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Monitoring Priorities and 20 Indicators

1. FAPE in the LREIndicator 1 to Indicator 8

Indicator 4: Suspension/ExpulsionIndicator 4: Suspension/Expulsion (4B are new)

State is required to report suspension and expulsion data on children with disabilities at the state and district level in its SPP and APR

2. DisproportionalityIndicator 9 (Eligibility category) (new)Indicator 10 (Child with a disability) (new)

3. Effective General SupervisionIndicator 11 to Indicator 20 (11, 13, 14, 18 are new)

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State Performance Plan (SPP) Indicator 4. Suspension/Expulsion

Rates of suspension and expulsion (S/E):A. Percent of districts identified by the State as

having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year.

B. Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity.

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What is the state supposed to report?

Same calculations with Focused Monitoring. When the districts are triggered on Focused Monitoring, they are a part of identification of Indicator 4A.Where the data comes from?

Arkansas Public School Computer Network(APSCN) Student Management System (SMS)

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Student level uniform reporting is required through the APSCN

1. Date of Discipline 2. Duration of Disciplinary Action3. Infraction 4. General Action Taken 5. Shortened Expulsion6. Alternative Placement 7. Student Status

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Student level uniform reporting(1 of 4)

Date of Discipline The date upon which the disciplinary action for an offense begins

Duration of Disciplinary Action

The number of days of the disciplinary action

Student StatusEnter the appropriate code designating student status at the time of this infraction. Verified through the SpEDModule Entry/Withdrawal (RG=Regular Student, SP=Special Education Student)

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Student level uniform reporting(2 of 4)

Infraction The code that best describes the violation or infraction

18 Infraction Codes for the Violation or Infraction01 Drugs 07

Alcohol 08

09

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05 Student Assault 11 Club 17 Other

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Tobacco

Truancy

Staff Assault

Knife 13 Vandalism

02 Handgun 14 Insubordination

03 Rifle 15 Disorderly Conduct

04 Shotgun 16 Explosives

06 Gangs 18 Bullying

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Student level uniform reporting(3 of 4)

General Action Taken

The punitive action taken by the school authority or court authority to reprimand the student after an offense is committed

01 In-School Suspension 06 Other

02 Out-of-School Suspension (not to exceed 10 days) 07 No Action

03 Expelled (Does not include weapons or drugs) 08 Alternative Learning

Environment

04 Expelled for Weapons 09 Expelled for Drugs

05 Corporal Punishment 10Expelled for Dangerousness with substantial likelihood of causing bodily harm

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Student level uniform reporting(4 of 4)

Shortened Expulsion

Was the expulsion (action-taken=03 or 04)reported for infractions (8, 9, 10, 16) shortened to a term of less than 1 year by the chief administering officer under the case-by-case modification provisions of Section 14601(b) of the Gun Free School Act?

Alternative Placement

Was the expulsion (action-taken=03 or 04)reported and referred to an alternative school or program?

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2004-2005 Out-of-School Suspension and Expulsion DataCount of students removed from school over 10 days

396,35458,834 455,188

2,573 431 3,0040

100,000

200,000

300,000

400,000

500,000

SE>10 days

Total

SE>10 days 2,573 431 3,004Total 396,354 58,834 455,188

Non-disabled Students

Disabled Students All Students

0.66%0.73%0.65%

S/E for students with disabilities

compared to students without

disabilities

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How the district becomes identified in APR?

4A. Suspension and ExpulsionSpecial Education Students and District Students

Percent = the number of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year divided by the number of districts in the State times 100.

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Is the district identifiedas having a significant discrepancy?

A school district in Arkansas is determined to have a significant discrepancy if

the district has S/E rate of students with disabilities for greater than 10 days 1.24% or more than the district S/E rate.

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Is the district triggered in Focused Monitoring? CalculationCalculation

District S/E Rate

SpEdS/E Rate

> 1.24-

This district will be identified for focused monitoring on suspension/expulsion, thenThis district will become part of the Indicator 4 calculation.

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Discipline Data Elements & Source of Data

S/E Data Source

SpEdS/E

# of SpEd student SE >10 days(APSCN Cycle 7) / Total Child Count(APSCN Cycle 4)

Districts S/E

*ADM =Average Daily Membership

# of District student SE >10 days (APSCN Cycle 7)/ First 3 quarters Average ADM*(APSCN Cycle 1-5)

Discipline data for all students are submitted to the Arkansas Public School Computer Network (APSCN) at the building level during Cycle 7 (June) each year.Upon closing the cycle, the ADE Special Education Unit receives two data pulls:

Special education students by race meeting the greater than 10 days out-of school S/E All students by race meeting the greater than 10 days out-of school S/E

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2005-2006 School YearDistrict Annual Performance Report

If LEA Difference

< 1.24, then target

met (Y)

If LEA Difference

> 1.24, then target

did not meet (N)

Subject to OSEP Changes

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What happens after the district is identified?and what is next …

Once a district is identified as an LEA with significant discrepancy in S/E, the Monitoring/ Program Effectiveness Section of the ADE Special Education Unit will review LEA polices, procedures, and practices in relating to:

1) Develop & implement of IEPs2) Use of positive behavioral supports3) Procedural safeguardsto ensure compliance with IDEA

P3

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4B. Suspension and ExpulsionSpecial Education Students and District Students by Race on 2005on 2005--

2006 APP2006 APP

Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity.

Indicator 4B is currently on hold and under review. We expect changes from the US Department of Education Office Special Education Unit. We are not going to cover Indicator 4B at thisSession.

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http://arksped.k12.ar.us/sections/dataandresearch.html

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Panel Discussion

Danny OsburneLEA SupervisorStuttgart School [email protected](870) 674-1419

Andryetta DennisDirector of Special EducationPine Bluff School [email protected](870) 543-4211

http://adedata.k12.ar.us/FY06_07/

http://adedata.k12.ar.us/

2006-2007 School District Profile(Average ADM) (% of Special Education)

Stuttgart (1876) (8%)

Pine Bluff (5172) (13%)

American Indian SpED% 0.0% 0.0%Asian SpED% 0.6% 0.1%Black SpED% Black District% 64.3% 48.3% 96.3% 96.4%White SpED% White District% 34.4% 49.8% 3.6% 2.9%

Hispanic SpED% 0.7% 0.0%Mental Retardation 23.6% 22.9%

Other Health Impairment 5.1% 7.5%

Speech/Language Impairment 34.4% 8.8%Specific Learning Disability 31.2% 51.7%Autism 3.8% 2.3%Emotional Disturbance 1.3% 2.3%

Other 0.6% 4.7%

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Discipline Interventions

Separate Programming ConferencesFunctional Analysis of BehaviorBehavior Intervention PlansEarly Intervening Services – School Based Mental Health Services

What does your data indicate What does your data indicate is the future of students with is the future of students with disabilities in your district?disabilities in your district?

More importantly More importantly …… what are what are you doing about it?you doing about it?

CommentsCommentsJean Chi-Jen Chen, Ph.D.

Statistician/Research AssistantIDEA Data and Research

University of Arkansas-Little [email protected](501) 683-7218