Syracuse City Schools discipline report
Content
The Overuse of Suspensions in American Middle and High Schools
Getting Back On Track
Final Report on Syracuse
July 2014
By Daniel J. Losen
Additional Recommendations
Informed by Recent Research
Elementary Suspension Rates are
Extraordinarily High
• Out of 5,675 districts across the nation, the 12.6
percent of enrollment that Syracuse suspended
(at least once) in 2009-10 ranked it among the
top 100 suspending school districts in the
nation.
• Based on unduplicated counts of students
suspended at least once, not numbers of
suspensions.
• In 2011-12 the rate was the same.
• These are based on the number of students
suspended at least once (unduplicated).
Syracuse Suspension Rates (Secondary) Are
Far Above the National Average (09-10)
Secondary Schools
National Average
Syracuse
Difference
ALL
11.3
30.8
+19.5
White
7.1
19.1
+12
Black
24.3
38.2
+13.9
Hispanic
12
29.5
+17.5
English Learners
11.3
15.2
+3.9
All Students with
Disabilities
19.3
44.1
+24.8
Frequent Comments
• You must kick out the “bad” kids so the “good” kids can learn.
• There are really just a few “bad” kids that are getting into trouble
over and over.
• Suggest that we should not structure schools to educate all
children, or just can’t afford to…OR
• Assume that all the behavior leading to out-of-school suspensions is
severe and/or dangerous, or will escalate to such a level.
• The parents and not the schools are the problem so no change is
warranted.
• Often conclude that there is no better way than the status quo of
high suspension rates, thus change = chaos….
• Fail to acknowledge that the concern about school discipline
reflects a deeper concern about academic and life outcomes for all
students in Syracuse.
Research Findings of Robert Balfanz et
al., Johns Hopkins University (2013)
• Being suspended just once in grade 9
correlates with a doubling in the dropout rate
from 16% to 32% (100% increase).
• While suspension was the trigger that put
some on the path to dropping out, for most it
co-occurred with other factors such as chronic
absenteeism and course failure.
• A comprehensive approach is called for.
Policy Conclusions of Robert Balfanz et
al., Johns Hopkins University
• “…Some policy and practice alternatives, such as early
warning indicator systems, professional development
to improve classroom management, social emotional
learning, positive schoolwide behavioral interventions
and supports, and restorative justice practices target
reductions in suspensions but also are part of broader
efforts to improve student engagement and
achievement.”
• “Interventions that seek to improve student
engagement or passing courses but ignore disciplinary
exclusion are failing to address a major factor that
contributes to these problems.”
Suspension May Contribute to
Delinquency
• Shollenberger, in the first national study of its kind, tracked
students for an average of 12 years, included discipline at every
grade, and found that suspensions did predict negative outcomes,
including incarceration.
• Also tracked delinquent and criminal behavior (regardless of
whether in or out of school).
• For most, being suspended from school came before indicators of
actual delinquent behavior (destruction of property, theft, drug
sales, physical assault, gang involvement).
• Suspension prior to any delinquent behavior was much more
common for Black and Latino males than White males.
• The data suggest that suspensions, especially early on, may be
contributing to serious delinquency later on, and suspension
disparities may be contributing to disparities in juvenile justice
involvement and criminal behavior.
Reducing Suspensions is Not the
Mission
• Reducing suspensions should be one of many linked goals
to serve the deeper and broader mission of improving the
conditions for learning in Syracuse City Schools.
• The school environment must be safe and supportive.
• When you lower suspensions students and staff should feel
safer and behavior should start improving.
• Teachers should feel more productive.
• This is because there are many good ways to reduce
suspensions and eliminate their overuse, and most also
help improve student behavior.
• I can speak from experience that limiting exclusionary
discipline to a measure of last resort is a win-win outcome.
All Suspensions in Syracuse
(K-12) Per 100 Students Enrolled 2012-2013
Race Ethnicity
Without Disabilities
With Disabilities
Asian/Pacific Islander
4.1
16.1
Black
64.2
104.9
Latino
44
75.8
American Indian
40.6
21.5
White
31.2
57
ALL
47.1
84.1
These numbers are much
higher because they are
counts of suspensions, not
unduplicated counts of
students suspended one or
more times.
Days of Lost Instruction 2012-2013
• Total of 23,555 days of lost instruction
resulting from out-of-school suspension in one
year alone.
• This is a slight decrease from 24,492 in 20102011.
• This rate is coming down based on estimates I
have seen for the first two months.
Can there be so many “bad” kids?
• Over the last 15 years my two sons have:
– Exhibited behaviors at home that could have
gotten them suspended or expelled if they had
occurred in school.
Adult Roles
• Neither son has exhibited any of the serious “bad” behavior in school that
I have seen at home, and neither son has ever been suspended.
• I believe that my two sons are really “good” kids.
• I do reflect on and try to continuously improve my parenting because I am
at least partially responsible for the development of their sense of
appropriate behavior.
• Similarly, as a teacher, when my students misbehaved, I reflected on my
teaching. When I improved my teaching, the classroom misbehaviors
declined.
• I found it helped my classroom management when I assumed that my
students were “good” and made concerted efforts to find good qualities in
each student.
• I learned that my ability to identify each student’s strengths, and
communicate my interest and appreciation of their positive qualities did
influence whether they behaved well or poorly.
• Pedro Noguera’s research findings….
in loco parentis means
• Schools act in the place of parents.
• They have legal authority over the children in
their care, and can do what is necessary to
educate them, including discipline them.
• It also means that schools have a moral
responsibility to meet their needs.
• It is one of the primary reasons that schools
have a great deal of discretion when it comes
to discipline.
in loco parentis also means
• Public school authorities should treat students like they are
their own children. Educators should not divide students
into the worthy “good” kids, and the unworthy “bad” kids.
• Schools should invest in teaching appropriate behavior.
• We are all better off when both parents and schools
improve in this endeavor.
• When children are disruptive, they need more effective
adult intervention and support, not less.
• If they come from a truly dysfunctional home, sending
them home is not the morally responsible intervention.
• Excluding children from school should be a measure of last
resort.
Experts in Children’s Development
• American Psychological Association
• Academy of American Pediatrics
• National Association of School Psychologists
• Center for Disease Control
Suspension should be only utilized as a
measure of last resort.
Three Discipline Principles
January, 2014 U.S. Department of Education
Guidance to Schools
1. Create positive climates and focus on
prevention.
2. Develop clear, appropriate and consistent
expectations and consequences to address
disruptive behaviors.
3. Ensure fairness, equity and continuous
improvement.
Researchers and Practitioners Agree
•
•
•
•
National School Boards Association
National Association of School Psychologists
NEA and AFT
Council of State Governments
June 2014 The School Discipline Consensus Report: Strategies from the Field
to Keep Students Engaged in School and Out of the Juvenile Justice System
•
•
•
•
•
•
Law enforcement officers and juvenile justices
School administrators
Teachers’ Unions
Researchers
State legislators
Community groups
Council of State Governments
Consensus Report
• Comprehensive; consensus based; grounded in
research and real world experience
• Included American Association of School
Administrators (AASA) and administrators from
across the nation including Buffalo, and Niagra
Falls NY
• Mo Canady, ED of the National Association of
School Resource Officers
• Jacquelyn Greene, Counsel to the Deputy
Secretary for Public Safety, Division of Criminal
Justice Services, NY
Consensus Report Recommendations
and Support
• The new code of conduct is aligned with the
approaches recommended by the Council of
State Governments.
• Chapters contain many specific examples from
school districts around the country.
• A good deal of information on school policing and
MOUs with local police that have been praised by
advocates and law enforcement alike.
• There is a consensus that the status quo is
unacceptable.
Second Chances?
• In-school suspension is one of many
responses.
• A short-term increase in in-school suspensions
and a decline in out-of-school suspensions is
not ideal, but more likely than not a good sign
of progress in Syracuse (even if problem
behaviors remain high) considering the
following findings:
In-school to Out-of-School Ratio Suggests Fewer
Second Chances in High-Suspending Schools
•
•
•
•
•
•
•
In 2012-13: For each group divide the number of ISS by the number of OSS at each
school.
A rate of 1.0 means that as many students received an OSS as received an ISS.
In theory these could be the same children, or two completely different sets of
children.
District wide there was almost no difference for Black and White students on this
measure (1.14 and 1.11 respectively). This suggests that for violating a school rule
in Syracuse, Black and White students are almost equally likely to get an OSS as an
ISS.
Shows the relationship between an alternative to out of school suspension and
OSS
2.0 or higher: Bellevue Elementary; Delaware, Dr. Weeks ES, Hughes ES, H.W. Smith
K-8; Roberts; Salem Hyde ES; Seymour ES; Van Duyn ES
0.75 or less: Clary MS, Corcoran HS; Danforth MS; Expeditionary Learning MS;
LeMoyen ES, Fowler HS; Huntington MS; Institute of Technology at Syracuse
Central; Nottingham HS
High-suspending schools with large
racial disparities used ISS less often
• All that had ISS/OSS ratio over 2 were
relatively low suspending for Black students.
None were secondary schools.
• All that had ISS/OSS ratio at 0.75 (or lower)
suspended 25% or more of their Black
students except Expeditionary Learning
Middle School (20%).
Concerns About Unconscious Bias
•
•
•
•
•
•
•
Race
Disability
Perceptions likely affected:
1) of whether an offense is even occurring;
2) the type and degree of the offense; and
3) the severity of response called for.
Concrete violations like gun or drug possession
involve fewer subjective perceptions.
Syracuse: Frequent and Disparate Use of Out-of-School Suspension for
Minor Offenses Compared with Serious Violations by Race
Number of out-of-school suspensions per 100
students
60
57.0
White: Out-of-School Suspensions per 100 Students
Black: Out-of-School Suspensions per 100 Students
50
Gap
27
40
30.0
30
20
10
Gap
1.3
1.2
2.5
0
Offenses involving weapons, drugs,
and violence with injury
All Minor Offenses
Number of out-of-school suspensions per
100 students
Syracuse 2012-2013: Frequent and Disparate Use of Out-of-School Suspension
for Minor Offenses Compared with Serious Violations by Race and Disability
Status
80
80.0
70
80
suspensions
White Students with Disabilities: Out-of-School
Suspensions per 100 Students
60
50
Gap 36
Black Students with Disabilities: Out-of-School
Suspensions per 100 Students
40
30
44
suspensions
20
10
0
Gap
2.1
4.0
Serious offenses involving weapons, drugs,
and violence with injury
Minor Offenses
Six Final Report Recommendations
(All are underway)
Informed by, and consistent with, those in the Council of State
Governments “Consensus Report” and the U.S. Department of
Education’s Guidance:
1 Revise the code of conduct and evaluate its
implementation
2 Actively review annual as well as quarterly data reports
3 Consider replicating K-8 model
4 Invest in alternatives and training so that out of school
suspension becomes a measure of last resort
5 Address the possible contribution of unconscious
(implicit) bias.
6 Develop stronger protocols for school policing
7th Recommendation
(also underway)
• Establish an early warning system based on
three factors:
– Chronic absenteeism
– Core academic course failure
– Behavior
For individual students, and also for schools by
grade level.
Recommendations to Revise the
School Code
• Eliminate the use of out of school suspension for
minor offences, even for repeat offenders, and
start, at least, in elementary school.
• Ensure second chances, including that in-school
suspension is considered before out-of-school
suspension and that other interventions are tried
before resorting to disciplinary exclusion.
• Continuously improve the school code to ensure
fairness, equity and to align with school climate
goals and initiatives.
The Revised School Code
• Reflects the best research
• Represents community input
• Provides a continuum of responses geared to
developmental levels of children and youth
• Clearly articulates rights, responsibilities and
consequences for all members of the school
community
• Is based on principles of fairness, equity and serving
and educational mission
• Represents a tremendous first step in the right
direction
Implementation is Critical to Success
• Commitment to supports for teachers,
administrators, as well as students.
– Vital that we provide the support and training
teachers and leaders need to make these major
changes.
– Entails more time for collaboration
– Requires an investment in time and in building
trust
– Improving teacher-student and teacher parent
engagement
Study on Teacher Training Research
• A study of sustained and rigorous training and
support for teachers in randomized control
study.
• The training program had been validated as
effective for improving instruction and student
achievement.
• Discipline disparities disappeared when
teacher student engagement improved.
Study on School Climate and Discipline
in Chicago
• In Chicago, a study of all schools found that many
serving students from the highest crime
neighborhoods were rated as safe as some
serving students from the lowest crime and
lowest poverty neighborhoods.
• The key predictor was that the effective schools
had high ratings for teacher-student and teacher parent engagement.
• These schools felt safe to all members of the
school community and had significantly lower
rates of suspension.
Syracuse is on the right track
• Growing pains: School level capacity catching up with
the change in rules and approach – lag time means
some difficult times.
• Better use of data will mean better understanding
about what is working and what is not working.
• Expanding the tools and skills of educators takes time.
• Avoid blaming the code when the system of supports is
not yet implemented.
• The code can help serve as a catalyst for change, but
only if the school community supports implementation
with integrity.
• Teachers must be well-supported at every stage.
Eliminating Level 1 Suspensions
• Will need well staffed behavior intervention
centers with adequate space and a full
continuum of services and settings for those
who need more intensive support in a more
restricted environment.
• Use data and other feedback to efficiently
distribute support and resources.
Review Discipline Data Quarterly
•
•
•
•
•
Annually and Quarterly
Report to the public at school and district level
Flag potential problems as they arise
Evaluate interventions as they are implemented
The new data collection and use has great
potential to help the district refine its efforts
• Compliment with parent survey information
• Safeguards to ensure accurate data reporting
Quarterly Reports
• Accurate data
• Data that reliably predicts annual levels
• Data that reminds us of the impact on students
and instructional time
• Data that can be used to evaluate and adjust
interventions while the year is in progress.
• School and cross-district and grade level
comparisons
• Need to look at race, gender and disability and
compare disparities throughout the year
Quarterly Report Example
Subgroup
Black Students
at School Z
Quarter
1
2
3
4
A: Cumulative
Student Count
Unduplicated
10
25
40
48
B: First Time
Suspended
Student Count
Per Quarter
10
15
15
8
C: Cumulative
Risk = Divide
Row A by
enrollment
10/100
10%
25/100
25%
40/100
40%
48/100
47%
Annual
48%
Total
Suspensions
23
35
38
57
153
suspensions
48 students
Days of Lost
Instruction
69
70
105
125
369
48/4 = 12
Per Quarter
Average
Annual Reports
• Add low frequency responses such as expulsions, arrests, referral to
law enforcement and transfer to alternative school
• Look at trends for prior years by discipline response type: Are
arrests rising as suspensions are falling?
• Risks for in and out-of-school suspension calculated separately
• Comparison of alternative disciplinary actions with out of school
suspension
• Counts of suspensions by offense category
• Closer look at cross-sections (e.g., race with disability)
• Days of lost instruction
• School climate survey results should be analyzed along side the
empirical data on outcomes
• Achievement, attendance, grade retention and graduation rate data
should also be analyzed together with school climate indicators.
Referrals to Law Enforcement May be
Rising
• 2009-10: 105 students referred to law
enforcement and 25 school-based arrests.
• 2011-12: 437 referred to law enforcement and
zero? School-based arrests.
In 2011-12:
• 3.1% of all students with disabilities were
referred compared to 1.4% of students without
disabilities.
• 3.8% of all Black students with disabilities and
2.2% of all White students with disabilities
referred.
Effective Protocols With Law
Enforcement
• Collaborative effort between the district, police,
community members, and juvenile justices.
• Goal of improving safety while reducing school
based arrests and referrals to law enforcement.
• Usually entails additional training of police who
work in the school setting.
• Consult with Judge Steven Teske or other expert.
Research on Restorative Practices in
Denver
• Most comprehensive empirical analysis of
restorative practices ever published
• Imperfect
• Implementation scaled-up over time
• Win-win results
Restorative Practices in Denver
by Thalia Gonzalez
Academic Outcomes in Denver
• Between 2009 and 2013 DPS showed a steady and
substantial increase in the percentage of students scoring
proficient or above on statewide tests in reading, writing,
and math in all grades tested (3–-10).
• In 2013, the district made overall gains from 2009 of 4
percentage points in reading, 7 points in math, 6 points in
writing, and 9 points in science.
• Furthermore, the average ACT scores in DPS increased from
15.4 to 17.6.
• On-time graduation rates also increased, from 46.4% (2009)
to 51.8% (2010).
• During the same time, high school dropout rates decreased
from 11.1% (2006) to 6.4% (2010).
Consider Expanding K-8
• Middle schools tended to have higher
suspension rates than high schools
• One theory is that because being suspended is
correlated with a dramatic increase in the risk
for dropping out, the attrition of students with
a history of behavioral problems contributes
to slightly lower rates of suspension in high
school (Back to risk data)
Syracuse Suspension Risk in Grades 6-8 for Middle
Schools versus in K-8
Grades 6-8 Disparities in 2012-2013
60
55
50
39
40
30
20
30
29
26
15
10
0
6-8 in K8
Middle School
Black
White
Latino
Racial Differences in Absolute Terms
• Black/White gap for students in grades 6-8 was
15 points in K8 schools and 26 points in middle
schools.
• The analysis excluded all elementary students.
• The Latino/White gap was 11 points in K8 schools
and 10 points in middle schools.
• Similar pattern in all three years.
• K8 settings in the aggregate had lower risk for
suspension for each racial group.
Not All K8* Schools Were LowerSuspending
50
45
40
35
30
Black
25
White
20
Latino
15
10
5
0
E. Smith
Frazer
Hughes Huntington H.W. Smith Roberts
Not All Middle Schools Were HighSuspending
70
60
50
40
Black
30
White
20
Latino
10
0
Clary
Danforth
Ex.
Learning
Grant
Lincoln
Westside
Ac.
Are there other K-8 advantages?
• Building positive relationships and consistent
behavioral expectations benefits from time in
the same environment.
• There may be resource and logistical
advantages in working with other community
supports when there are fewer changes in
schools.
Address The Problem of Unconscious
Bias
• Actively review and discuss observed data
disparities in discipline.
• Enlist experts to train staff on the existence and
impact of implicit bias along lines of gender, race
and disability status.
• Research suggests that increased awareness is
beneficial.
• Invest in ways to promote more positive studentteacher and parent-teacher engagement,
generally.
Possible Next Steps
• Additional analysis at school level
• Review data use and reporting to maximize utility
and understanding
• Examination of school-based arrests and referrals
to law enforcement
• Review of school policing policies and practices
• Develop accurate baselines for evaluation of
progress as well as to foster meeting legal
obligations
The End
Daniel J. Losen
Independent Consultant and
Director, Center for Civil Rights Remedies of
the Civil Rights Project at UCLA
New Reports
http://www.civilrightsproject.ucla.edu/
[email protected]
781-861-1222
54
Getting Back On Track
Final Report on Syracuse
July 2014
By Daniel J. Losen
Additional Recommendations
Informed by Recent Research
Elementary Suspension Rates are
Extraordinarily High
• Out of 5,675 districts across the nation, the 12.6
percent of enrollment that Syracuse suspended
(at least once) in 2009-10 ranked it among the
top 100 suspending school districts in the
nation.
• Based on unduplicated counts of students
suspended at least once, not numbers of
suspensions.
• In 2011-12 the rate was the same.
• These are based on the number of students
suspended at least once (unduplicated).
Syracuse Suspension Rates (Secondary) Are
Far Above the National Average (09-10)
Secondary Schools
National Average
Syracuse
Difference
ALL
11.3
30.8
+19.5
White
7.1
19.1
+12
Black
24.3
38.2
+13.9
Hispanic
12
29.5
+17.5
English Learners
11.3
15.2
+3.9
All Students with
Disabilities
19.3
44.1
+24.8
Frequent Comments
• You must kick out the “bad” kids so the “good” kids can learn.
• There are really just a few “bad” kids that are getting into trouble
over and over.
• Suggest that we should not structure schools to educate all
children, or just can’t afford to…OR
• Assume that all the behavior leading to out-of-school suspensions is
severe and/or dangerous, or will escalate to such a level.
• The parents and not the schools are the problem so no change is
warranted.
• Often conclude that there is no better way than the status quo of
high suspension rates, thus change = chaos….
• Fail to acknowledge that the concern about school discipline
reflects a deeper concern about academic and life outcomes for all
students in Syracuse.
Research Findings of Robert Balfanz et
al., Johns Hopkins University (2013)
• Being suspended just once in grade 9
correlates with a doubling in the dropout rate
from 16% to 32% (100% increase).
• While suspension was the trigger that put
some on the path to dropping out, for most it
co-occurred with other factors such as chronic
absenteeism and course failure.
• A comprehensive approach is called for.
Policy Conclusions of Robert Balfanz et
al., Johns Hopkins University
• “…Some policy and practice alternatives, such as early
warning indicator systems, professional development
to improve classroom management, social emotional
learning, positive schoolwide behavioral interventions
and supports, and restorative justice practices target
reductions in suspensions but also are part of broader
efforts to improve student engagement and
achievement.”
• “Interventions that seek to improve student
engagement or passing courses but ignore disciplinary
exclusion are failing to address a major factor that
contributes to these problems.”
Suspension May Contribute to
Delinquency
• Shollenberger, in the first national study of its kind, tracked
students for an average of 12 years, included discipline at every
grade, and found that suspensions did predict negative outcomes,
including incarceration.
• Also tracked delinquent and criminal behavior (regardless of
whether in or out of school).
• For most, being suspended from school came before indicators of
actual delinquent behavior (destruction of property, theft, drug
sales, physical assault, gang involvement).
• Suspension prior to any delinquent behavior was much more
common for Black and Latino males than White males.
• The data suggest that suspensions, especially early on, may be
contributing to serious delinquency later on, and suspension
disparities may be contributing to disparities in juvenile justice
involvement and criminal behavior.
Reducing Suspensions is Not the
Mission
• Reducing suspensions should be one of many linked goals
to serve the deeper and broader mission of improving the
conditions for learning in Syracuse City Schools.
• The school environment must be safe and supportive.
• When you lower suspensions students and staff should feel
safer and behavior should start improving.
• Teachers should feel more productive.
• This is because there are many good ways to reduce
suspensions and eliminate their overuse, and most also
help improve student behavior.
• I can speak from experience that limiting exclusionary
discipline to a measure of last resort is a win-win outcome.
All Suspensions in Syracuse
(K-12) Per 100 Students Enrolled 2012-2013
Race Ethnicity
Without Disabilities
With Disabilities
Asian/Pacific Islander
4.1
16.1
Black
64.2
104.9
Latino
44
75.8
American Indian
40.6
21.5
White
31.2
57
ALL
47.1
84.1
These numbers are much
higher because they are
counts of suspensions, not
unduplicated counts of
students suspended one or
more times.
Days of Lost Instruction 2012-2013
• Total of 23,555 days of lost instruction
resulting from out-of-school suspension in one
year alone.
• This is a slight decrease from 24,492 in 20102011.
• This rate is coming down based on estimates I
have seen for the first two months.
Can there be so many “bad” kids?
• Over the last 15 years my two sons have:
– Exhibited behaviors at home that could have
gotten them suspended or expelled if they had
occurred in school.
Adult Roles
• Neither son has exhibited any of the serious “bad” behavior in school that
I have seen at home, and neither son has ever been suspended.
• I believe that my two sons are really “good” kids.
• I do reflect on and try to continuously improve my parenting because I am
at least partially responsible for the development of their sense of
appropriate behavior.
• Similarly, as a teacher, when my students misbehaved, I reflected on my
teaching. When I improved my teaching, the classroom misbehaviors
declined.
• I found it helped my classroom management when I assumed that my
students were “good” and made concerted efforts to find good qualities in
each student.
• I learned that my ability to identify each student’s strengths, and
communicate my interest and appreciation of their positive qualities did
influence whether they behaved well or poorly.
• Pedro Noguera’s research findings….
in loco parentis means
• Schools act in the place of parents.
• They have legal authority over the children in
their care, and can do what is necessary to
educate them, including discipline them.
• It also means that schools have a moral
responsibility to meet their needs.
• It is one of the primary reasons that schools
have a great deal of discretion when it comes
to discipline.
in loco parentis also means
• Public school authorities should treat students like they are
their own children. Educators should not divide students
into the worthy “good” kids, and the unworthy “bad” kids.
• Schools should invest in teaching appropriate behavior.
• We are all better off when both parents and schools
improve in this endeavor.
• When children are disruptive, they need more effective
adult intervention and support, not less.
• If they come from a truly dysfunctional home, sending
them home is not the morally responsible intervention.
• Excluding children from school should be a measure of last
resort.
Experts in Children’s Development
• American Psychological Association
• Academy of American Pediatrics
• National Association of School Psychologists
• Center for Disease Control
Suspension should be only utilized as a
measure of last resort.
Three Discipline Principles
January, 2014 U.S. Department of Education
Guidance to Schools
1. Create positive climates and focus on
prevention.
2. Develop clear, appropriate and consistent
expectations and consequences to address
disruptive behaviors.
3. Ensure fairness, equity and continuous
improvement.
Researchers and Practitioners Agree
•
•
•
•
National School Boards Association
National Association of School Psychologists
NEA and AFT
Council of State Governments
June 2014 The School Discipline Consensus Report: Strategies from the Field
to Keep Students Engaged in School and Out of the Juvenile Justice System
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Law enforcement officers and juvenile justices
School administrators
Teachers’ Unions
Researchers
State legislators
Community groups
Council of State Governments
Consensus Report
• Comprehensive; consensus based; grounded in
research and real world experience
• Included American Association of School
Administrators (AASA) and administrators from
across the nation including Buffalo, and Niagra
Falls NY
• Mo Canady, ED of the National Association of
School Resource Officers
• Jacquelyn Greene, Counsel to the Deputy
Secretary for Public Safety, Division of Criminal
Justice Services, NY
Consensus Report Recommendations
and Support
• The new code of conduct is aligned with the
approaches recommended by the Council of
State Governments.
• Chapters contain many specific examples from
school districts around the country.
• A good deal of information on school policing and
MOUs with local police that have been praised by
advocates and law enforcement alike.
• There is a consensus that the status quo is
unacceptable.
Second Chances?
• In-school suspension is one of many
responses.
• A short-term increase in in-school suspensions
and a decline in out-of-school suspensions is
not ideal, but more likely than not a good sign
of progress in Syracuse (even if problem
behaviors remain high) considering the
following findings:
In-school to Out-of-School Ratio Suggests Fewer
Second Chances in High-Suspending Schools
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In 2012-13: For each group divide the number of ISS by the number of OSS at each
school.
A rate of 1.0 means that as many students received an OSS as received an ISS.
In theory these could be the same children, or two completely different sets of
children.
District wide there was almost no difference for Black and White students on this
measure (1.14 and 1.11 respectively). This suggests that for violating a school rule
in Syracuse, Black and White students are almost equally likely to get an OSS as an
ISS.
Shows the relationship between an alternative to out of school suspension and
OSS
2.0 or higher: Bellevue Elementary; Delaware, Dr. Weeks ES, Hughes ES, H.W. Smith
K-8; Roberts; Salem Hyde ES; Seymour ES; Van Duyn ES
0.75 or less: Clary MS, Corcoran HS; Danforth MS; Expeditionary Learning MS;
LeMoyen ES, Fowler HS; Huntington MS; Institute of Technology at Syracuse
Central; Nottingham HS
High-suspending schools with large
racial disparities used ISS less often
• All that had ISS/OSS ratio over 2 were
relatively low suspending for Black students.
None were secondary schools.
• All that had ISS/OSS ratio at 0.75 (or lower)
suspended 25% or more of their Black
students except Expeditionary Learning
Middle School (20%).
Concerns About Unconscious Bias
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Race
Disability
Perceptions likely affected:
1) of whether an offense is even occurring;
2) the type and degree of the offense; and
3) the severity of response called for.
Concrete violations like gun or drug possession
involve fewer subjective perceptions.
Syracuse: Frequent and Disparate Use of Out-of-School Suspension for
Minor Offenses Compared with Serious Violations by Race
Number of out-of-school suspensions per 100
students
60
57.0
White: Out-of-School Suspensions per 100 Students
Black: Out-of-School Suspensions per 100 Students
50
Gap
27
40
30.0
30
20
10
Gap
1.3
1.2
2.5
0
Offenses involving weapons, drugs,
and violence with injury
All Minor Offenses
Number of out-of-school suspensions per
100 students
Syracuse 2012-2013: Frequent and Disparate Use of Out-of-School Suspension
for Minor Offenses Compared with Serious Violations by Race and Disability
Status
80
80.0
70
80
suspensions
White Students with Disabilities: Out-of-School
Suspensions per 100 Students
60
50
Gap 36
Black Students with Disabilities: Out-of-School
Suspensions per 100 Students
40
30
44
suspensions
20
10
0
Gap
2.1
4.0
Serious offenses involving weapons, drugs,
and violence with injury
Minor Offenses
Six Final Report Recommendations
(All are underway)
Informed by, and consistent with, those in the Council of State
Governments “Consensus Report” and the U.S. Department of
Education’s Guidance:
1 Revise the code of conduct and evaluate its
implementation
2 Actively review annual as well as quarterly data reports
3 Consider replicating K-8 model
4 Invest in alternatives and training so that out of school
suspension becomes a measure of last resort
5 Address the possible contribution of unconscious
(implicit) bias.
6 Develop stronger protocols for school policing
7th Recommendation
(also underway)
• Establish an early warning system based on
three factors:
– Chronic absenteeism
– Core academic course failure
– Behavior
For individual students, and also for schools by
grade level.
Recommendations to Revise the
School Code
• Eliminate the use of out of school suspension for
minor offences, even for repeat offenders, and
start, at least, in elementary school.
• Ensure second chances, including that in-school
suspension is considered before out-of-school
suspension and that other interventions are tried
before resorting to disciplinary exclusion.
• Continuously improve the school code to ensure
fairness, equity and to align with school climate
goals and initiatives.
The Revised School Code
• Reflects the best research
• Represents community input
• Provides a continuum of responses geared to
developmental levels of children and youth
• Clearly articulates rights, responsibilities and
consequences for all members of the school
community
• Is based on principles of fairness, equity and serving
and educational mission
• Represents a tremendous first step in the right
direction
Implementation is Critical to Success
• Commitment to supports for teachers,
administrators, as well as students.
– Vital that we provide the support and training
teachers and leaders need to make these major
changes.
– Entails more time for collaboration
– Requires an investment in time and in building
trust
– Improving teacher-student and teacher parent
engagement
Study on Teacher Training Research
• A study of sustained and rigorous training and
support for teachers in randomized control
study.
• The training program had been validated as
effective for improving instruction and student
achievement.
• Discipline disparities disappeared when
teacher student engagement improved.
Study on School Climate and Discipline
in Chicago
• In Chicago, a study of all schools found that many
serving students from the highest crime
neighborhoods were rated as safe as some
serving students from the lowest crime and
lowest poverty neighborhoods.
• The key predictor was that the effective schools
had high ratings for teacher-student and teacher parent engagement.
• These schools felt safe to all members of the
school community and had significantly lower
rates of suspension.
Syracuse is on the right track
• Growing pains: School level capacity catching up with
the change in rules and approach – lag time means
some difficult times.
• Better use of data will mean better understanding
about what is working and what is not working.
• Expanding the tools and skills of educators takes time.
• Avoid blaming the code when the system of supports is
not yet implemented.
• The code can help serve as a catalyst for change, but
only if the school community supports implementation
with integrity.
• Teachers must be well-supported at every stage.
Eliminating Level 1 Suspensions
• Will need well staffed behavior intervention
centers with adequate space and a full
continuum of services and settings for those
who need more intensive support in a more
restricted environment.
• Use data and other feedback to efficiently
distribute support and resources.
Review Discipline Data Quarterly
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Annually and Quarterly
Report to the public at school and district level
Flag potential problems as they arise
Evaluate interventions as they are implemented
The new data collection and use has great
potential to help the district refine its efforts
• Compliment with parent survey information
• Safeguards to ensure accurate data reporting
Quarterly Reports
• Accurate data
• Data that reliably predicts annual levels
• Data that reminds us of the impact on students
and instructional time
• Data that can be used to evaluate and adjust
interventions while the year is in progress.
• School and cross-district and grade level
comparisons
• Need to look at race, gender and disability and
compare disparities throughout the year
Quarterly Report Example
Subgroup
Black Students
at School Z
Quarter
1
2
3
4
A: Cumulative
Student Count
Unduplicated
10
25
40
48
B: First Time
Suspended
Student Count
Per Quarter
10
15
15
8
C: Cumulative
Risk = Divide
Row A by
enrollment
10/100
10%
25/100
25%
40/100
40%
48/100
47%
Annual
48%
Total
Suspensions
23
35
38
57
153
suspensions
48 students
Days of Lost
Instruction
69
70
105
125
369
48/4 = 12
Per Quarter
Average
Annual Reports
• Add low frequency responses such as expulsions, arrests, referral to
law enforcement and transfer to alternative school
• Look at trends for prior years by discipline response type: Are
arrests rising as suspensions are falling?
• Risks for in and out-of-school suspension calculated separately
• Comparison of alternative disciplinary actions with out of school
suspension
• Counts of suspensions by offense category
• Closer look at cross-sections (e.g., race with disability)
• Days of lost instruction
• School climate survey results should be analyzed along side the
empirical data on outcomes
• Achievement, attendance, grade retention and graduation rate data
should also be analyzed together with school climate indicators.
Referrals to Law Enforcement May be
Rising
• 2009-10: 105 students referred to law
enforcement and 25 school-based arrests.
• 2011-12: 437 referred to law enforcement and
zero? School-based arrests.
In 2011-12:
• 3.1% of all students with disabilities were
referred compared to 1.4% of students without
disabilities.
• 3.8% of all Black students with disabilities and
2.2% of all White students with disabilities
referred.
Effective Protocols With Law
Enforcement
• Collaborative effort between the district, police,
community members, and juvenile justices.
• Goal of improving safety while reducing school
based arrests and referrals to law enforcement.
• Usually entails additional training of police who
work in the school setting.
• Consult with Judge Steven Teske or other expert.
Research on Restorative Practices in
Denver
• Most comprehensive empirical analysis of
restorative practices ever published
• Imperfect
• Implementation scaled-up over time
• Win-win results
Restorative Practices in Denver
by Thalia Gonzalez
Academic Outcomes in Denver
• Between 2009 and 2013 DPS showed a steady and
substantial increase in the percentage of students scoring
proficient or above on statewide tests in reading, writing,
and math in all grades tested (3–-10).
• In 2013, the district made overall gains from 2009 of 4
percentage points in reading, 7 points in math, 6 points in
writing, and 9 points in science.
• Furthermore, the average ACT scores in DPS increased from
15.4 to 17.6.
• On-time graduation rates also increased, from 46.4% (2009)
to 51.8% (2010).
• During the same time, high school dropout rates decreased
from 11.1% (2006) to 6.4% (2010).
Consider Expanding K-8
• Middle schools tended to have higher
suspension rates than high schools
• One theory is that because being suspended is
correlated with a dramatic increase in the risk
for dropping out, the attrition of students with
a history of behavioral problems contributes
to slightly lower rates of suspension in high
school (Back to risk data)
Syracuse Suspension Risk in Grades 6-8 for Middle
Schools versus in K-8
Grades 6-8 Disparities in 2012-2013
60
55
50
39
40
30
20
30
29
26
15
10
0
6-8 in K8
Middle School
Black
White
Latino
Racial Differences in Absolute Terms
• Black/White gap for students in grades 6-8 was
15 points in K8 schools and 26 points in middle
schools.
• The analysis excluded all elementary students.
• The Latino/White gap was 11 points in K8 schools
and 10 points in middle schools.
• Similar pattern in all three years.
• K8 settings in the aggregate had lower risk for
suspension for each racial group.
Not All K8* Schools Were LowerSuspending
50
45
40
35
30
Black
25
White
20
Latino
15
10
5
0
E. Smith
Frazer
Hughes Huntington H.W. Smith Roberts
Not All Middle Schools Were HighSuspending
70
60
50
40
Black
30
White
20
Latino
10
0
Clary
Danforth
Ex.
Learning
Grant
Lincoln
Westside
Ac.
Are there other K-8 advantages?
• Building positive relationships and consistent
behavioral expectations benefits from time in
the same environment.
• There may be resource and logistical
advantages in working with other community
supports when there are fewer changes in
schools.
Address The Problem of Unconscious
Bias
• Actively review and discuss observed data
disparities in discipline.
• Enlist experts to train staff on the existence and
impact of implicit bias along lines of gender, race
and disability status.
• Research suggests that increased awareness is
beneficial.
• Invest in ways to promote more positive studentteacher and parent-teacher engagement,
generally.
Possible Next Steps
• Additional analysis at school level
• Review data use and reporting to maximize utility
and understanding
• Examination of school-based arrests and referrals
to law enforcement
• Review of school policing policies and practices
• Develop accurate baselines for evaluation of
progress as well as to foster meeting legal
obligations
The End
Daniel J. Losen
Independent Consultant and
Director, Center for Civil Rights Remedies of
the Civil Rights Project at UCLA
New Reports
http://www.civilrightsproject.ucla.edu/
[email protected]
781-861-1222
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