Keeping California's Kids in School: Fewer Students of Color Missing School for Minor Misbehavior
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This document summarizes data on school suspensions in California between the 2011-2012 and 2012-2013 school years. It finds that the overall rate of out-of-school suspensions decreased, though racial disparities persist, particularly for disruptive/defiant behavior. The document recommends that districts eliminate suspensions for disruptive behavior, invest in alternative discipline practices, and address disparities by disability, English learner status, and gender to comply with federal civil rights law.
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Greta powerpoint regarding inservicing people to complete the FBA with actual cases described and selection of 'function' of behaviors!
Functional behavioural assessment
This document provides an overview of functional behavioural assessment (FBA). It discusses that FBA aims to understand the context and function of a child's behavior by collecting data on antecedents, behaviors, and consequences. The goal is to develop a hypothesis and intervention to increase positive behaviors and reduce negative ones. The document outlines the stages of FBA, including identifying problems, gathering information, determining functions, developing a plan, implementation, and evaluation. It also discusses considerations around FBA such as collecting information types, theoretical basis in behaviorism and ecological systems theory, and pros and cons.
Transition to Middle school
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Behavioral assessment
Behavioral assessment is an ongoing process that focuses on objective recording of behavior in context to understand and change it. It differs from traditional assessment by interpreting test responses as samples rather than signs of internal processes, and using a functional analysis approach like the SORC model to conceptualize behaviors based on antecedents, organismic factors, the behavior itself, and consequences. Behavioral assessment occurs throughout therapy, from initial assessment to evaluating improvement, as an integral part of the therapeutic process.
Notice to Explain WITH PREVENTIVE SUSPENSION (Sample Form)
This is one of my suggested format for the FIRST NOTICE in the observance of procedural process under the Philippine law on termination of employment (otherwise known as the "two notice rule" or "2 notice rule").
This format is based on the requirements of the Omnibus Rules Implementing the Labor Code of the Philippines and latest jurisprudence from the Philippine Supreme Court.
This is the first FORMAL step in terminating an employee based on JUST CAUSE.
This SAMPLE FORM contains a NOTICE OF PREVENTIVE SUSPENSION. Not all offenses of employees, no matter how grave, can be the basis of a company to issue Preventive Suspension. There are specific ground rules. This Sample Form serves also as guide for the employer in preventively suspending its employees.
Behavioral assessment - Clinical Psychology
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
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Process improvement proposal for site plan and appearance 9.5.12
Process improvement proposal for site plan and appearance 9.5.12
Notice to Explain WITH PREVENTIVE SUSPENSION (Sample Form)
Notice to Explain WITH PREVENTIVE SUSPENSION (Sample Form)
Similar to Keeping California's Kids in School: Fewer Students of Color Missing School for Minor Misbehavior
nilsl_adriaanandramirez_91715
This memorandum provides 3 recommendations to increase student retention and graduation rates by decreasing suspensions: 1) Eliminate suspensions for subjective offenses like "willful defiance" and instead require parent conferences and interventions; 2) Require professional development for restorative justice programs; 3) Include restorative justice in teacher credentialing programs. The recommendations aim to reduce disproportionate suspension of minority students and the school-to-prison pipeline.
Ventura counseling presentation 12 1 3
This document discusses funding and compliance changes in California schools resulting from the Local Control Funding Formula (LCFF). It notes that funding will be based on the number of English learners, low-income students, and foster youth. Schools will be required to improve services for these student groups. Compliance changes include meeting standards in subject areas, testing, graduation rates, and access to courses. The timeline for the new Local Control Accountability Plans is provided. School counselors can help identify student needs and direct resources to support at-risk groups. Their involvement in professional development and using data to target these populations can help ensure funding goes toward improving student outcomes.
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docx
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORM?
ASSESSING THE ALTERNATIVES TO SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014. The news was welcomed by those who oppose the frequent use of suspensions and expulsions, known as exclusionary discipline. In recent years, many policymakers and educators have called for the adoption of alternative disciplinary strategies that allow students to stay in school and not miss valuable learning time. Advocates for discipline reform contend that suspensions are meted out in a biased way, because minority students and those with disabilities receive a disproportionate share of them. Some also assert that reducing suspensions would improve school climate for all students. Government leaders have taken steps to encourage school discipline reform. The Obama administration has embarked on several initiatives to encourage schools to move away from suspensions and toward alternative strategies. In 2011, the Department of Education (DOE) and the Department of Justice (DOJ) launched the Supportive School Discipline Initiative to coordinate federal efforts in this area. In January 2014, the DOE released a resource package with a variety of informational materials designed to support state and local efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE and DOJ, warning against intentional racial discrimination but also stating that schools unlawfully discriminate even “if a policy is neutral on its face—meaning that the policy itself does not mention race—and is administered in an evenhanded manner but has a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.” Discipline reform efforts are also underway at the state and school-district levels. As of May 2015, 22 states and the District of Columbia had revised their laws in order to require or encourage schools to: limit the use of exclusionary discipline practices; implement supportive (that is, nonpunitive) discipline strategies that rely on behavioral interventions; and provide support services such as counseling, dropout prevention, and guidance services for at- risk students. And as of the 2015-16 school year, 23 of the 100 largest school districts nationwide had implemented policy reforms requiring nonpunitive discipline strategies and/or limits to the use of suspensions. In an April 2014 survey of 500 district superintendents conducted by the School Superintendents Association (AASA), 84 percent of respondents reported that their districts had updated their code of conduct within the previous three years. What evidence supports the call for discipline reform?
by MATTHEW P. STEINBERG and JOHANNA LACOE
44 EDUCATION NEXT / W I N T E R 2 0 1 7 educationnext.org
PHOTOGRAPH /.
f e a t u r eWHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE.docx
f e a t u r e
WHAT DO WE KNOW
ABOUT SCHOOL
DISCIPLINE
REFORM?
ASSESSING THE ALTERNATIVES TO
SUSPENSIONS AND EXPULSIONS
THE U.S. DEPARTMENT OF EDUCATION'S OFFICE for
Civil Rights an n o u n ced this spring th at the n u m b er of
suspensions and expulsions in the natio n ’s public schools
had dropped 20 percent between 2012 and 2014.
The news was welcomed by those who oppose the frequent
use o f suspensions and expulsions, known as exclusionary
discipline. In recent years, many policymakers and educators
have called for the adoption of alternative disciplinary strate
gies that allow students to stay in school and not miss valuable
learning time. Advocates for discipline reform contend that
suspensions are meted out in a biased way, because minority
students and those with disabilities receive a disproportionate
share of them. Some also assert that reducing suspensions
would improve school climate for all students.
Government leaders have taken steps to encourage school
discipline reform. The Obama administration has embarked
on several initiatives to encourage schools to move away
from suspensions and toward alternative strategies. In 2011,
the Departm ent o f Education (DOE) and the Department
of Justice (DOJ) launched the Supportive School Discipline
Initiative to coordinate federal efforts in this area. In January
2014, the DOE released a resource package with a variety of
informational materials designed to support state and local
efforts to improve school climate and discipline. The package
included a “Dear Colleague” letter, issued jointly by DOE
and DOJ, warning against intentional racial discrimination
but also stating that schools unlawfully discriminate even “if
a policy is neutral on its face—meaning that the policy itself
does not mention race—and is administered in an evenhanded
m anner but has a disparate impact, i.e., a disproportionate and
unjustified effect on students o f a particular race.”
Discipline reform efforts are also underw ay at the state
an d school-district levels. As of M ay 2015, 22 states and
the D istrict o f Columbia had revised their laws in order to
require or encourage schools to: limit the use o f exclusion
ary discipline practices; im plem ent supportive (that is,
nonpunitive) discipline strategies th at rely on behavioral
interventions; and provide support services such as coun
seling, dropout prevention, and guidance services for at-
risk students. A nd as o f the 2015-16 school year, 23 o f the
100 largest school districts nationw ide had im plem ented
policy reform s requiring nonpunitive discipline strategies
an d /o r limits to the use o f suspensions. In an April 2014
survey o f 500 district superintendents conducted by the
School Superintendents Association (AASA), 84 percent of
respondents reported that their districts had updated their
code o f conduct w ithin the previous three years.
W hat evidence supports the call for discipline reform? ...
NC Early Childhood Attendance Counts Report
- Chronic absenteeism, defined as missing 10% or more of the school year, puts students at risk of lower academic achievement and can hinder reading proficiency by 3rd grade.
- In North Carolina, nearly 1 in 8 students miss more than 15 days of school annually, and chronic absenteeism rates vary widely between school districts and demographic groups.
- Measuring and addressing chronic absenteeism is important for improving 3rd grade reading outcomes and school quality, as regular attendance in early grades is critical for literacy development.
Nclb ell palanceanu_luminita_ctea648_final
The document discusses the No Child Left Behind Act (NCLB) and its impact on assessing and educating English Language Learner (ELL) students. It notes that NCLB increased accountability and testing requirements for ELL students but provided little guidance around appropriate assessments. While NCLB aimed to close achievement gaps, research found the law had both positive and negative effects on ELL students. The document calls for improvements such as developing better language proficiency tests and setting more realistic achievement goals for ELL students.
You Want Us To Do What???
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
ESSA and Chronic Absenteeism - A Conversation with Visionary Policy Leaders...
This webinar discussed chronic absenteeism under the Every Student Succeeds Act (ESSA). Jessica Cardichon from the Learning Policy Institute discussed why chronic absenteeism matters and how states are addressing it. She defined chronic absenteeism and explained its negative impacts on students. Phillip Lovell from the Alliance for Excellent Education then discussed how ESSA requires states to report chronic absenteeism rates and select a fifth non-academic indicator. They took questions from participants on challenges in addressing chronic absenteeism and opportunities provided by ESSA. The webinar provided resources on state efforts to improve data collection and reduce chronic absenteeism through interventions and professional development.
LEP_Part_6.pptx Venetia.pptx
The document discusses nondiscrimination and access to education. It begins with an introduction stating that bullying has raised concerns in public schools. It can include physical, verbal, and other acts intended to intimidate. If not addressed, bullying can create a hostile environment.
The objectives are to analyze current nondiscrimination policies, raise awareness of bullying signs, and provide training to educators, students, and parents on dealing with and the effects of bullying. Proposed outcomes include updating policies not revised since 2014, hiring a liaison to assist military families, and recruiting special education teachers.
It defines bullying, consequences for violations, and the reporting process. It discusses needed district support, a literature review on related research, and conclusions
NC Early Childhood Foundation: Attendance Counts
This document discusses chronic absence in North Carolina schools and its negative impacts on student achievement. It defines chronic absence as missing 10% or more of school days in an academic year. The document summarizes research finding that chronic absence in early grades is associated with lower academic performance, increased dropout rates, and other issues. It also notes that chronic absence disproportionately affects low-income students and students of color. The document then outlines strategies that schools and communities can take to address chronic absence at the state, district, and local levels, such as improving attendance data collection, family engagement, and collaboration with outside organizations.
OERC Fall 2014 Conference
This document provides an agenda for the OERC Fall 2014 Conference on using data to inform policy, practice, and teacher success. The conference included panels on preparing effective teachers, bridging opportunity gaps, and national staffing needs in education. It also featured a keynote on the economic value of teacher quality and breakout sessions. The goal of the conference was to discuss how to improve teacher preparation programs and support, recruit high-quality teachers, and address challenges in underserved areas through collaboration between education institutions and districts.
Epsl 0801-250-epru
This document summarizes challenges in promoting parental involvement among English Language Learner (ELL) parents and recommends dual approaches. It describes the rapid growth of the ELL student population and barriers ELL parents face in involvement due to language barriers, unfamiliarity with the school system, and cultural differences. It recommends supporting both traditional parental involvement programs adapted for ELL communities as well as non-traditional programs that recognize community strengths and reciprocal school-community involvement.
The State of Low-Income Students in Polk County
This document examines the impact of affordable housing on the education of low-income students in Polk County, Iowa. It finds that residential and school mobility negatively impact student achievement, with students in high-poverty schools scoring 54% lower on standardized tests on average. Housing instability and high housing costs contribute to stress and poor health for low-income families and children. The document recommends investing in affordable housing programs and inclusionary zoning policies to promote residential stability and improve educational outcomes for low-income students.
School pac update 2014-2015
Title I is a federal funding program intended to help students who are falling behind academically or who are at risk of not meeting academic standards. Funds are allocated based on the number of students eligible for free or reduced lunch. Schools can use Title I funds to hire teachers, purchase materials, support parental involvement activities, and fund professional development programs.
The Elementary and Secondary Education Act of 1965 aimed to provide equal access to education for all students. It has been reauthorized several times, most recently as the No Child Left Behind Act in 2001. North Carolina received a waiver from some NCLB requirements in 2012 in order to increase flexibility and accountability at the state and local levels. Schools are now measured based on whether student
P insevice ts efficacy
This dissertation examines the efficacy of in-service teacher training programs for teaching English to speakers of other languages (ESOL) in Florida. The study analyzes whether district training sessions adequately cover the state-mandated content and if teachers feel prepared to teach English language learners after the trainings. The author conducted observations, surveys and interviews of training sessions in three large Florida school districts with high English language learner populations. The findings revealed that districts overemphasized cross-cultural awareness to the detriment of other critical areas. Participants also felt the trainings lacked specificity and practical classroom application and were redundant. The author offers recommendations to modify training focus, provide incentives, increase accountability and prioritize these programs.
Leveraging Chronic Absence Accountability Metrics to Support School Health
Leveraging Chronic Absence Accountability Metrics to Support School HealthCalifornia School-Based Health Alliance
Two major policy initiatives now include chronic absence as an accountability measure for schools in California, the federal Every Student Succeeds Act (ESSA) and California’s Local Control Funding Formula (LCFF). This session will feature Attendance Works,the nation’s leading expert on chronic absence, California education policy leaders, and school health experts who will provide an overview of the accountability measures, how they can be used to reinforce the importance of health for attendance, and how school-based health providers can support efforts to address chronic absence.Annual meeting ppt for schools 16 17.revised.pptx
Title I is a federal program that provides funding to schools and districts with high percentages of economically disadvantaged students. In the 2016-2017 school year, 47 schools in the Wake County Public School System (WCPSS) received Title I funding. Title I funds can be used for teacher hiring, materials/supplies, parental involvement activities, and professional development. WCPSS schools receiving Title I funds seek to actively engage families, share information about programs, involve families in reviewing policies and participating in school/district activities, and partner with families to support student excellence.
Raising the Bar Summit: Keynote Speaker Eddie Fergus
Keynote address by Dr. Eddie Fergus, Educational Leadership and Policy, NYU, at a 2015 conference called Raising the Bar on Academic Achievement: Improving School Climate and Discipline for Westchester County's African American Students.
AttendaNCe Counts: What North Carolina School Districts are Doing to Reduce C...
This document discusses chronic absenteeism in North Carolina school districts. It finds that chronic absenteeism is an issue that affects many North Carolina communities and students, especially students from certain racial/ethnic groups. The document reports on a survey of North Carolina school districts that asked districts to self-assess their attendance policies and practices. The survey looked at four areas: data collection and use, family engagement, strategic planning, and community partnerships. The survey found that while districts feel fairly confident in their data collection, they see more room for improvement in data analysis and family engagement strategies. The document discusses recent state-level efforts to address chronic absenteeism and identifies questions for districts to improve their policies and practices.
Racial inequality in education
A photovoice project by Ashley Carter. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
Similar to Keeping California's Kids in School: Fewer Students of Color Missing School for Minor Misbehavior (20)
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docx
WHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE REFORMASSESSING THE ALTER.docx
f e a t u r eWHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE.docx
f e a t u r eWHAT DO WE KNOW ABOUT SCHOOL DISCIPLINE.docx
ESSA and Chronic Absenteeism - A Conversation with Visionary Policy Leaders...
ESSA and Chronic Absenteeism - A Conversation with Visionary Policy Leaders...
Leveraging Chronic Absence Accountability Metrics to Support School Health
Leveraging Chronic Absence Accountability Metrics to Support School Health
Raising the Bar Summit: Keynote Speaker Eddie Fergus
Raising the Bar Summit: Keynote Speaker Eddie Fergus
AttendaNCe Counts: What North Carolina School Districts are Doing to Reduce C...
AttendaNCe Counts: What North Carolina School Districts are Doing to Reduce C...
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一比一原版美国宾夕法尼亚州立大学毕业证如何办理
原版一模一样【微信：741003700 】【美国宾夕法尼亚州立大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国宾夕法尼亚州立大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国宾夕法尼亚州立大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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JOH pide al juez Castel 40 años como sentencia mínima
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JOH pide al juez Castel 40 años como sentencia mínima
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Keeping California's Kids in School: Fewer Students of Color Missing School for Minor Misbehavior
- 1. Keeping California's Kids in School: Fewer Students of Color Missing School for Minor Misbehavior June 5, 2014 (Report with sortable data on every district pending June 10th )
- 2. California making progress, narrowing racial gap in out of school suspensions (per 100 enrolled) 0 5 10 15 20 25 30 2011-2012 2012-2013 NumberofSuspensionsper100Students Black Am. Ind. Pac. Islander Latino White Filipino Asian Note: Includes only school districts with data on suspensions for both 11-12 and 12-13; Excludes County Offices of Education. Source: CDE, 2011-2014 (pending report June 10, 2014 at www.civilrightsproject.ucla.edu)
- 3. In 2 out of 3 districts in California rates of out of school suspension decreased Of 745 districts that reported data on suspensions for both 11-12 and 12-13…. 500 districts serving 4.7 million students reported decreases in the rate of out of school suspension 245 districts serving 1.2 million students reported increases in the rate of out of school suspension Note: Includes only school districts with data on suspensions for both 11-12 and 12-13; Excludes County Offices of Education. Source: CDE, 2011-2014 (pending report June 10, 2014 at www.civilrightsproject.ucla.edu)
- 4. Findings: Significant declines in use of OSS, but large gaps by race/ethnicity persist, overall and… • Just one offense category out of twenty-four is Disruption/Willful Defiance • Closer look at racial/ethnic gap for Blacks and Latinos (Top 5 in gaps for each group) • Disruption/Willful Defiance was responsible for between 26% and 71% of the racial/ethnic gap in districts with the largest disparities, and most were above 45%.
- 5. Federal Civil Rights Law and LCAP Calls for Data Review and Action • Federal guidance makes clear that excessive use of exclusionary discipline can violate the civil rights of children. • Disparities by disability status, English learner status, and gender should also be addressed. • LAUSD’s response, including elimination of OSS for Disruption/Willful Defiance is a great example of how a resolution agreement leads to positive and more effective policy and practice. • Three questions: 1. Is there a harmful disparate impact? 2. Is the policy or practice an educational necessity?; or 3. Are less discriminatory alternatives are available?
- 6. LAUSD Improvements in OSS per 100 by Race/Ethnicity 0 2 4 6 8 10 12 14 2011-2012 2012-2013 Black Latino White
- 7. Our recommendations for action at the district level reflect the Consensus Report recommendations: • Ensure strong discipline data public reporting and use and set clear goals for the reduction in overall levels and disparities in the use of exclusionary discipline • Eliminate disruption/willful defiance as grounds for disciplinary removal and involve community groups in revising the code of conduct to reflect a positive and constructive framework • Invest in alternatives to disciplinary exclusion and provide appropriate training of teachers and leaders to ensure implementation integrity 1 2 3
- 8. Additional Resources • Example: Fresno Draft of Local Control Action Plan (LCAP) includes significant allocation of resources to improving school climate and reducing suspensions:http://www.fixschooldiscipline.org/wp- content/uploads/2014/05/Fresno-LCAP-draft.pdf • Comprehensive resources around LCAP and the school climate priority area that are available at www.fixschooldiscipline.org • Our report, “Keeping California’s Kids in School,” coming out on Tuesday, June 10 with data on every district: www.civilrightsproject.edu and www.schooldisciplinedata.org • Disparities in Discipline Research Collaborative research-based briefing papers on addressing discipline disparities: http://www.indiana.edu/~atlantic/briefing-papers/ • U.S. Department of Education OCR/DOJ guidance: www.justice.gov/crt/about/edu/documents/dcl.pdf • Contact Daniel J. Losen, Director, Center for Civil Rights Remedies at UCLA’s Civil Rights Project at losendan@gmail.com