1998)Software to Help the At-Risk Child's Chances American Educational Research Association Annual...
Transcript of 1998)Software to Help the At-Risk Child's Chances American Educational Research Association Annual...
DOCUMENT RESUME
ED 419 317 EC 306 402
AUTHOR Gilleland, Kevin R.; Carruthers, William; Wright, Susan;Blackwell, Gordon; Nippert, Mark
TITLE Software To Help the At-Risk Chi3rd's Chances.PUB DATE 1998-04-14NOTE 63p.; Paper presented at the Annual Meeting of the American
Educational Research Association (San Diego, CA, April 14,1998) .
PUB TYPE Reports - Descriptive (141) Speeches/Meeting Papers (150)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Computer Software; *Computer Uses in Education; Data
Analysis; Data Collection; *Databases; *Due Process;Elementary Secondary Education; *High Risk Students;Recordkeeping; Student Rights; *Suspension
IDENTIFIERS Microsoft Access; Wake County Public School System NC
ABSTRACTThis paper describes two uses of the Microsoft Access
relational database software in the Wake County (North Carolina) publicschools: first, to track data on students involved in the Student SupportTeam (SST) Process; and second, to handle the legal and procedural dueprocess steps that occur after a student has been suspended from school. TheSST process is an interdisciplinary planning process for at-risk students andis composed of professionals in regular education, special education, relatedservices, and community resources, including family members. The databasesoftware application allows SST members to access school and central officedata files on students and also to record decisions and events in the courseof working with each at-risk student. Evaluation indicates that the softwareapplications have greatly facilitated the SST and due process efforts. Thesoftware guides users in fast, friendly ways for data entry. Electronicdownloads reduce data collection time by importing already known informationinto the two applications for analysis and manipulation. Paperwork has beenreduced while enhancing the quality of data collection and monitoring ofstudents' progress. A variety of reports can be generated on demand. The bulkof this paper consists of examples of input screens, data analysis screens,reports, flow charts, and other forms used in the two programs. (DB)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
Software to Help the At-Risk Child's Chances
American Educational Research AssociationAnnual Conference
San Diego, CAApril 14th, 1998
Session 15.36
Kevin R. GillelandWilliam Carruthers
Susan WrightWake County Public Schools
Raleigh, NC
Gordon BlackwellMark Nippert
Eagle Vision ConsultingRaleigh, NC
U.S. DEPARTMENT Of EDUCATIONOffice at Educational Researchand ImprovementEDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
es document has been reproduced asreceived from the person or organizationoriginating it.
O Minor changes have been made to improvereproduction quality.
Points of view or opinions stated in th docu-ment do not necessarily represent officialOERI position or policy.
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
u_eTO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
OVERVIEW
The Wake County Public School System (WCPSS) in Raleigh, NC has 105 schools with approximately90,000 students in grades pre-K through 12. The student population has increased by 4000-5000 studentseach of the past several years, and this rate of growth is expected to continue well into the 21' century.This growth has meant the absorption of an increasingly diverse population for which the school systemhas many data management needs, especially among at-risk students. One method of keeping track of allthe data concerning large numbers of at-risk students is to develop automated processes that support betterdata-gathering, monitoring, and reporting tools.
In a large system such as WCPSS, federal, state, and local data requirements create the need for electronicstorage and retrieval systems that can handle various kinds of data about thousands of students over manyyears' time. Traditionally, WCPSS' data have been stored and retrieved using an IBM mainframe.However, large, static mainframe storage systems can be cumbersome and fail to meet the needs of arapidly expanding and changing school system. There is a need for intermediate software applications thatare user friendly and immediately available for staff members in the field, which can also can interact withthe mainframe to retrieve or record data.
Business and personal computer users have utilized databases for years to track personnel and inventories,but educators have been slower to catch onto this method. The increasing emphasis on accountability,however, has spurred educators' interest in organizing and using data to make decisions. In the WCPSS,the Department of Evaluation and Research (E&R) was established in 1990 to improve program evaluationand school accountability processes. As part of E&R's effort to promote high quality data resources, it hasrecently worked with two other WCPSS departments to establish user-friendly database softwareapplications.
Early in 1996, the WCPSS E&R and Student Services departments used funding available through anIntervention/Prevention (I/P) grant and developed a software application for tracking data on studentsinvolved in the Student Support Team (SST) process. The SST is a multi-disciplinary team operating at theschool level and composed of individuals in regular education, special education, related services, andcommunity resources including family members. The focus of the SST is to develop a holistic plan toenhance the success of each at-risk student in the student's most natural and enabling environment with thecollaborative support of the team members. The SST emphasizes providing services that strengthen andsupport the student as the primary strategy, rather than placing students into special kinds of programs asthe only strategy (Wright & Covington, 1995). SST members are encouraged to identify numerous andvaried possible avenues for helping at-risk students. The SST software application that has been developedis a database that allows SST members to access school and central office data files on students and alsorecord decisions and events in the course of working with each at-risk student (see Attachment #1.a.-l.).
In the summer of 1997, the WCPSS and Student Services departments used local funds to develop anotherdatabase application project for the WCPSS Office of Student Due Process. The Office of Student DueProcess handles the legal and procedural steps that occur after a student has been suspended from school.In the 1996-97 school year, there were 5,980 students involved in 11,461 short-term and long-termsuspension incidents. Depending upon the type of suspension, the type of student suspended, whether thestudent appealed the suspension, and whether alternatives to suspension were offered to the student, dozensof decisions have to be tracked for each case. Moreover, notifications to parents have to be mailed bycertain deadlines; and options taken, or not taken, by students within a certain period have to be recorded.Reports to central office as well as to the state Department of Public Instruction are required. In addition,greater efforts to apply for grant funding require more ad hoc analyses of suspension data, answering suchquestions as how many suspensions were alcohol-related. The Due Process software application that hasbeen developed allows WCPSS Central Office personnel to record a greater quantity of student data withimproved accuracy, retrieve these data efficiently, and analyze these data in new ways.
What is a Relational Database?The WCPSS SST and Due Process software applications' database tables were designed to work with theAccess relational database software in the Microsoft Office suite. A relational database is a computerizedrecord-keeping system that provides a certain way of viewing data C. J. Date (1983) indicates there arethree aspects of the relational model: data structure, data integrity, and data manipulation.
Data structure refers to how the data should be represented, or allocated on a non-volatile storage media.Tables with rows and columns define the typical database structure with a row of column headings thatspecify the variable values in each column. A table represents a real-world entity or concept such as a setof students. A column of a table refers to a specific attribute, while a row of a table represents an instanceof data. For example, all student last names could be stored in a 'Last Name' column. Each student, withall of his or her attributes, are contained in a row. Finally, for each specified column, there is exactly onedata value in each row. For example, a column labeled Student ID cannot have two IDs in any one row.
Data integrity depends upon unique identifiers. Every table should have a unique identifier key, eitherprimary or foreign. A primary key is a table field (column) or combination of fields that uniquelyidentifies the records in that table. In other words, a column may be defined as a 'Primary Key' to conveythat each row must contain a unique value to refer to that row. 'Student ID' or 'SSN' are typical examples ofprimary keys. A foreign key is a field or fields whose values match those of the primary key in anothertable.
Data manipulation is essentially a "cut-and-paste" process. When retrieving data from one or more tables,the result is another table composed of parts of the original tables, "pasted" together in some organizedway. Data manipulation is essentially the engine that drives the process. It is the act of drawinginformation from a structured storage and placing it into an interface. The primary data manipulation in theSST system pulls the data from a laptop's hard disk and presents it on the screen. Another typical outcomeof data manipulation is reporting, to draw historical information, summarize it, and present the compiledinformation on paper or on screen. The most common form of requesting data is via a structured querylanguage referred to as SQL. Both the SST system and the Due Process system use the SQL language toallow for moving either system to a different type of computer. Since SQL is designed to work on mostplatforms, it allows a system to grow. Allowing for growth is referred to as the system's scalability.
THE STUDENT SUPPORT TEAM PROJECT
IntroductionSST meetings generally take place at school sites once a week for approximately 45 minutes. One goal ofthe SST software development was to support, but not interfere with, the SST meeting. Ideally, thesoftware should contribute to an efficient and effective SST meeting. Consequently, a decision was madeto have the software designed as the structural centerpiece for the SST meeting, mimicking the meetingflow through each domain that the team covers. The SST effort is a holistic approach covering any, or all,of nine "life" areas. Information on a student can come from the educational setting, as well as medical,legal, family, psychological, and social settings, among others. In the days before the SST software, withas many as a dozen SST members attending a meeting, each of whom might be scribbling notes, there wasno cohesive method to capture in a single place the content of the meeting. Also, any educational data thatmight be brought to the meeting would have been collected from a variety of places, including the student'scumulative folder. Additionally, monitoring the student's progress in the days following an SST meetingwas not always done in a timely manner. There was no formal reporting of an individual student's case tothe parent, and no summary report about the SST involvement in the case. Neither was there anysystematic evaluation of the intervention strategies used or of which strategies had proven effective. Now,with the SST software, the data which underlie all of these and other functions are recorded and organizedin real time during the meeting or as new information is learned.
Exploring Software OptionsIn January 1996, a committee of central office and school personnel established the criteria necessary forthe kind of software needed for a successful systemwide Intervention/Prevention Program (UP)implementation. In February 1996, initial consideration was given to the purchase of an-existing softwareapplication. However, the three packages reviewed were deemed costly, initially ranging from $12,000 to$24,000. Additional costs would be incurred if any changes were made to the application to fit the I/Pproject. A fmal disadvantage of the commercially available software was that no package was specificallydesigned to enhance school-based SST processes nor its data gathering and reporting activities.Consequently, committee members decided to hire their own applications developer to design a product tofit the needs of Wake County Public Schools.
Contracting Software Development & TrainingA software developer was found after' consultation with Productivity Point International (PPI), a Chicago-based firm with a branch in Raleigh. In April 1996, the developer presented a quote of $8,000 for theproject, which was accepted; and a contract was signed for the development of the software prototype. ByAugust, the individual responsible for the project had left PPI to start his own software.consulting business,Eagle Vision Consulting. This person negotiated with PPI to keep the SST project with him, and EagleVision was contracted in November to provide training and materials for 19 WCPSS schools. In December1996, the software was released during SST training sessions to six elementary, ten middle, and three highschools. Eagle Vision also assisted in the February 1997 training for three of WCPSS' alternative schools.In August 1997, another contract was negotiated with Eagle Vision, designating $11,400 for softwaredevelopment, $4,000 for manual development, $4,000 for 125 manuals and software CDs, and $9000 fortraining. Training and software were provided for all WCPSS schools from December 1997 through April1998. Finally, development of software version number 5.0 with 20 manuals and CDs was contracted inMarch 1998 for $15,460. Funding for WCPSS' I/P program derives from federal and state sources, andthese grant funds have been crucial to the cyclical development of this project.
Software Development & ReviewSoftware development is iterative improvement process, requiring a "completed" project that users thenbeta-test, or field-test. Comments from the field test are then incorporated into the fmal version for thatcontracted phase of the development of the software. The SST software was field-tested in one school inMay 1996. Additionally, two central administrators reviewed the software. User feedback created severalpages of issues ranging from interface and data issues to "bugs and bombs." In April 1997, a user feedbacksession was scheduled with Eagle Vision. Several schools were represented as well as UP and E&R staff.This session was, a screen-by-screen review of the software. Field testing allowed the personnel involved indevelopment to better understand user needs. WCPSS staff members had never before been so involved inthe development of a system wide software application. Therefore, each step was new territory, and eachschool's experience was seen as important to the project's success.
Providing HardwareIn order to provide each school the best experience with the project, grant funds were used to purchaselaptop computers and laser or inkjet printers. Each school received one laptop with Microsoft Office andanti-virus software along with one printer. Schools were required to attend SST training to receive theirhardware. Providing hardware was essential to the use of the software since many schools only had old,donated computers and few, if any, printers. Laptops were selected instead of desktops because of themigratory nature of SST meetings. Meetings are held wherever space is available and usually for less thanan hour, therefore desktop computers would have been too inconvenient to transport to these meetings.Printers were purchased because the software was designed to print reports on demand to provide teammembers with details of the SST cases.
Standardizing and Issuing ReportsPrevious data collection/reporting procedures had each SST member taking their own informal notes,resulting in confusion about what had been decided and who was to take which action. Standardizing datacollection and reporting procedures allows SST members to all "be on the same page" with regard to thediscussions and decisions made during the SST meeting. Additionally, parents, an important presence in
3
all SST meetings, could take home a Student Profile report (see Attachment #2) for review. The Profileprovides a comprehensive review of the issues surrounding the at-risk student in several life areas. Thisreport is consistent with a systems theory approach that recognizes that the student should be viewedholistically. SST members could also print out the Action Plan (see Attachment #3), detailing the concerns,objectives, and strategies of a student's case. For an accurate record of the SST meetings, the Case Logreport (see Attachment #4) shows each meeting date, attendees, student being discussed, and topics of thediscussion. Finally, a Team Summary report (see Attachment #5) provides percentage summaries fordemographic.and other case-related data. The usefulness of these four reports, and thus the effectiveness ofthe SST, is dependent upon the integrity of the collected data.
Obtaining Good DataData integrity was one the of the most important design issues. Eagle Vision met with the I/P Coordinatorand the E&R Data Analyst to discuss data issues. These discussions centered on what data would beneeded for an SST to make effective decisions about its at-risk students. It was determined that some datacould be obtained from the school system's mainframe computer. The mainframe is host to data such asstudent demographics, suspensions, grades, registration histories, and testing results. The E&R DataAnalyst worked with the WCPSS Student Information Manager to establish a procedure so that each schoolcould call in a request to Information Systems for data. The individual making the request would specifythe program name (e.g. SIST0180), school number, and level of data (i.e. individual, grade, or school).Because some of the data are considered confidential, it was necessary to establish that the data disk wouldbe picked up in person instead of sent through courier. Future data transmissions will occur electronicallyby remote log-ins to the central office network server. Steps are currently under way to provide schoolswith remote modem transfers. Within two years, all schools will be hooked to the WCPSS wide-areanetwork (WAN), and data transmissions will be available through a drag-and-drop method. Data securitymeasures will play an important role in the design of future data transmission protocols. Retrieving andimporting already available student information into the SST software in a secure fashion is important toprotecting student confidentiality, maintaining data integrity, and saving time for all involved.
Another data design issue included allowing for free-form text boxes for elaboration. These text boxes canbe accessed on each screen or together on the Summary screen. The text is linked from each individualscreen to its corresponding box on the Summary screen. Any changes that occur in one box willalsoappear in the other. The Summary screen allows an SST recorder to type all information on the samescreen without switching among screens. Flexible use of entering information was essential to ensure thatgood information would be captured.
To further save data keying, drop-down boxes were designed for several screens. These boxes providepoint-and-click options to fill in information rather than typing the information. More sophisticated drop-down boxes such as those on the Request and the Action Plan screens provide a drop-down list that isdependent upon a selection made from a previous drop-down list. For example, a selection from theCategories box on the Request screen will determine which list of specific concerns shows in the Concernsbox. Likewise, on the Action Plan screen, the Strategy Code chosen will determine which list of specificactivities will appear in the Activities box (See Attachments #6.a.-d.). In order to determine which SSTstrategies were most often used and which were most useful, the Action Plan screen provides drop-downboxes for the SST to report the effectiveness of a strategy and a box to determine the method of assessmentfor each strategy (See Attachments #7.a.-b.).
The ability to collect data via the SST software and the standardization of certain data fields haveimplications for the evaluation of SST itself. Because of its funding origins, the SSTs must undergo aprogram evaluation to determine if the program is effective in its support ofat-risk students. Thisevaluation is coordinated through the E&R department. The first evaluation occurred in the 1996-97school year. The data for all SST cases in the district were captured using two bubble sheet surveys, one inFebruary, and the other in May 1997. Much of the bubble survey data collection is redundant with the datacollection effort already sustained in the SST software. One of the enhancements to version 5.0 will be toincorporate data collection points that mirror the bubble sheet surveys. The software can then provide anexportable ASCII data set from each school to be sent to the E&R SST evaluator. Just as the paper surveyshad Likert-scale and other standardized answer options, so will the SST software.
O4
Another strategy to reduce redundant efforts and maintain data consistency is to allow a student's SST datato transfer with the student to another school in the district. An export/import feature allows an SST toreview a newly transferred student's case that was initiated at another school. Staff members at the newschool will be able to quickly learn what strategies have already been used and how effective they were.
Finally, a reminder to back-up the school's SST data pops up every month when the software is opened.The message persists until the backup is performed. In the interest of disk space, the backup saves only theSST data and not the data that is downloaded from the mainframe server.
Database DesignThe UP coordinator, the E&R Data Analyst, and Eagle Vision consultant collaborated to design the SSTdatabase. There are nine tables in the database: Students, Download, System Log, Suspensions, History,Resources, School History, Family Involvement, and Grade History. For a list of the corresponding fields,see Attachment #8. The main table is the Students table. While tables usually take on the characteristic ofbeing narrow, the Students table is wide; the advantage of which is that response time is quicker whenusing the software. Conversely, chopping up the Students table into smaller tables would increase the timeto load and unload each screen request. A software application that changes screens too slowly willintroduce unwanted delays in the SST meeting and disrupt the flow of the meeting.
Eight of the nine tables are "related," and most of the relationships are defined as "one-to-many." One-to-many means that one record entry in one table is related to many record entries in another table. Forexample, an individual student could have many suspension entries in the Suspensions table that all link tothat one student in the Students table. A common field in each of the tables links all the SST tables. Thatfield is Student ID, which is the primary key in the Students table and the foreign key in the other, relatedtables. When striving for data integrity in a relational database system, it is most important that eachprimary key has a unique, non-null value. In this case, that means there must be a unique, non-null valuefor every instance if Student ID in the Students table.
Benefits ReviewThere are several data gathering, monitoring, and reporting benefits to using a database application for theSST project:
The software is designed as a structural centerpiece around which the SST meeting can flow,providing enough flexibility to be used as a recording, as well as a decision-making, tool.Data are stored in a central location. No longer is it necessary for the SST members to spendinordinate amounts of time locating a student's educational records, which can be stored in avariety of places across the district.Information is gathered in a systematic way that is consistent with a systems theory model.This holistic approach is designed into the software so that SST members can cover allpertinent areas without inadvertently skipping a topic.Data retrieval is fast and convenient. Previous methods relied upon the translation ofsomeone's meeting notes, and these might, or might not, be distributed at the next meeting.With the SST software, everyone's contribution can be viewed on-screen. The informationneeded to monitor an SST case no longer solely resides with team members, who might beabsent in subsequent meetings.Standardized reports can be generated on the spot to assist in reminding participants aboutwhat was covered in the meeting and what actions are to be taken by whom and by what date.SST data will be exportable for evaluation of the program's effectiveness. No redundant datacollection process will be needed.
THE OFFICE of STUDENT DUE PROCESS PROJECT
IntroductionIn the case of student suspensions and due process procedures, there was a need to improve the accuracyand efficiency of data collection and reporting processes. As many as 100 suspension forms on individualstudents arrive daily by courier at the Central Office. In the past, before the Due Process software, thesehandwritten forms were keypunched into the mainframe. Because of space limitations on the mainframe,data entry onto the mainframe permitted only the last action on a student to be stored, which often requiredoverwriting the previous action and introduced additional error. Overwriting previous actions essentiallyerased the historical due process record of the student. In addition, because of space limitations on themainframe, many pieces of data were maintained manually. For instance, as a student exercised variousdue process options, the tracking of each step was recorded and filed using several notebooks and a largefiling cabinet. Each case had to be manually reviewed to see if any deadlines had passed for activities suchas notification of appeals deadlines. In addition, because data maintenance was so labor intensive, therewas minimal use of codes to differentiate variables such as types of suspensions. For example, all drug-related suspensions were given the same code number. This code would allow for drug-related suspensionsto be counted in general but not suspensions by the type of drug, thus limiting the value of the data forreporting and analysis purposes. All formal reports were generated from the mainframe through requests toInformation Systems, and it sometimes took weeks to get a report because of backlogs in the InformationSystems Department.
With the Dile Process software, the data that track the history of events pertaining to a suspension arerecorded and organized by the software. Demographic data about a student on the mainframe aredownloaded and imported into the software, and in turn, data about suspensions are periodically uploadedto the mainframe for archiving. The Due Process software is currently used only at the Central Office, andpersonnel in the schools continue to access the mainframe for suspension data on specific students. At theCentral Office, reports about all suspensions and a log of suspension cases can be generated directly fromthe software. There is a considerable saving in time and improvement in accuracy.
Contractor ConsiderationsRecognizing the increasing data needs regarding student suspensions, and given the successful experiencewith the SST software development, the E&R department decided to help standardize data collection,monitoring, and reporting for student suspensions. Two members of the E&R staff, the EvaluationSpecialist responsible for collecting school violence data and the Data Analyst were assigned to thisproject. The Evaluation Specialist was able to provide details concerning the disciplinary process in theschool system, often acting as a bridge between the Due Process staff and the E&R staff. The Data Analystalso played a bridging role, working towards an understanding for all parties of hardware requirements anddata management issues. Because of the previous experience with the SST project, a decision was made torehire Eagle Vision. The main advantage of staying with the same company was its familiarity withWCPSS, its data, personnel, and organizational processes.
Software Planning & DevelopmentThe Due Process software development had three phases. In the first phase, WCPSS E&R personnel metwith Due Process personnel, and subsequently with Eagle Vision personnel in the spring of 1997 to discusssoftware needs. After a series of meetings, Eagle Vision submitted a proposal for a contract to"...thoroughly analyze, document, and optimize all business processes related to tracking studentsuspensions." The E&R Department required that the data model be created and delivered as a MicrosoftAccess database. The goal was to have an operational software package in time for the opening of schoolin the fall of 1997. In this initial contract proposal, Eagle Vision also described a second phase, whichwould be to "...develop a user interface to access the suspension tracking database." A third phase wasenvisioned to allow documents to be "...stored on a magnetic medium... transferred to a permanent storagemedium... indexed to allow retrieval by student and document type (and) printed." A contract for the firstphase was signed for $8,100, providing 90 man-hours of consultation at $90/hour.
86
The first phase largely consisted of a series of meetings to identify the data that were necessary to collect inorder to track completely the many aspects pertaining to the events of a suspension and appeals process. Itwas also necessary to identify what data would be collected from the mainframe to supplement studentsuspension data. As these meetings unfolded, the Eagle Vision consultant constructed the database model.One of the objectives in developing the database model was to reduce data errors by eliminating thepractice of overwriting previously entered data. In essence, each event--from the initial documentation of asuspension through the various levels of appeals or types of decisions about alternatives--became a point intime when specific pieces of data needed to be captured. In order to build a software system that capturedeach aspect of the student due processes, a process specification was created. The specification consistedof several flow charts, detailing every option at each step in the process (see Attachment #9). Oneconsequence of this approach is that the Due Process database ultimately consisted of 14 tables, about 50%more than does the SST database (see Attachment #10). The main table is the Suspension table. Most ofthe other tables have a one-to-many relationship with the Suspension table. At the conclusion of this initialphase, the E&R Department arranged with the Eagle Vision contractor to showcase the database to otherschool administrators--those who could make decisions about continuing development activities insubsequent phases. At this time, the database had minimal graphical user interface capabilities. Even so,the demonstration of the software was sufficient to impress school administrators with its power andpotential for further development, and a second phase of development was initiated.
Because the 1997-98 school year had already started, there was no opportunity for "field-testing" thesoftware, and the model that was developed in the initial phase was implemented in the fall of 1997. In itsoriginal form, the second phase contract with Eagle Vision was for a total of 75 hours ($6,750 at $90/hour).Activities in the second phase were intended to address two objectives--the interface with the mainframeand enhancements to the graphical user interface. Mainframe complications developed chiefly pertainingto downloading student demographic data from the mainframe and importing it into the Due Processsoftware application, as well as uploading student suspension data back to the mainframe. Unlike the SSTsoftware, the Due Process software requires a two-way interaction with the mainframe. The downloadsserve to insert new student IDs and to change addresses in the Due Process software. The uploads serve toarchive the latest suspension information onto the mainframe. Without the opportunity for field-testing,there were software, hardware, and data issues that were unforeseen. Additionally, there were personnelturnovers in the Information Systems department as well as the Office of Student Due Process that furthercomplicated development. Also at this time, the Due Process office needed to upgrade its computer towork with the WCPSS WAN for faster mainframe transfers. Collectively, the WCPSS E&R Data Analyst,Due Process, and Information Systems persons, along with the Eagle Vision contractor, were able toresolve download and upload complications and make the necessary hardware and software upgrades.However, these activities used up many hours in the second phase, and an amendment was written to thesecond contract which provided for an additional 17.5 hours of consultation ($1,575 at the same hourlyrate). By the end of the second phase, the Due Process software was fully functional with graphicalenhancements (see Attachments #11.a.-h.).
As noted above, one vision that served to guide the software development activities throughout thedifferent phases was that the software would improve data accuracy and efficiency. With the softwareoperational, and download/upload complications resolved, data accuracy was much improved. Presently,there are only a few situations when data on the software might be changed, and these instances can becross-referenced with other fields to maintain consistency with the correction, thereby reducing thelikelihood of error. Additionally, the contractor designed the Access database to track all instances of whendata are changed and to provide a history of these instances by individual student. The software also keepstrack of the date of each download of demographic data and each upload of suspension data. In the thirdphase of development activities, it was possible to turn our attention to making improvements in efficiency.
WCPSS contracted for a total of 55 hours ($4,950) in phase three with 15 of these hours reserved forfollow-up consultation. The contractor required WCPSS to set aside those 15 hours so that he could beavailable to the school system after all development activities were completed. The other 40 hours on thecontract were allotted to training WCPSS users, automating a number of standardized reports, and writing amanual for the software. At the point in time that this paper is being written, the third phase is nearingcompletion, and one of the last activities will be another showcase demonstration. The principle
7 9
participants in development of this software are hopeful that development activities may be continued, ifnot this school year, then next. One improvement would be to allow personnel in the_schools to transmitthe student suspension form (see Attachment #12) data electronically to the Due Process office. The datacan then be verified for accuracy and imported into the database with little, if any, keying required.Additional enhancements to increase the efficiency of the Due Process staff may include date-sensitivepop-up reminders. These reminders would provide a list of which students need what actions taken in theirrespective cases. Essentially, the benefit would be a computer-generated list of actions to be taken to meetcase deadlines instead of a manually generated list. Finally, automated letter generation would create theappropriate form letter with a student's data already inserted but allowing for manual additions orcorrections. Such form letters are currently generated manually for each case, and there could beconsiderable time saving with a push-button method. In all, accuracy of the data will be further improved;efficiency, even more improved.
To date, the total cost of Due Process project has been $21,375, entirely in local funds. This project mayappear to be a rather costly endeavor; however, the alternative for improvements in the Due Processprocedures would have been to wait for a network application to be developed. In fact, InformationSystems advised E&R to wait instead of going ahead with an independently developed project. However,there was much work to be accomplished by the I.S. department before the needs of Due Process wouldhave been addressed. E&R and Due Process decided to have better data gathering, monitoring, andreporting tools now instead of at some indefinite time in the future. Of course, as WCPSS' networkingtechnology continues to develop, some of the processes that are now being handled with the Due Processsoftware may someday rest with the network. The experience with the Due Process software project couldgreatly economize the adaptation of parts of this software to the WCPSS network.
Providing Hardware & Software UpgradesIn order to accommodate the Due Process project needs, recommendations were made for the upgrade ofthe Office of Student Due Process' Pentium computer. A 2.5 Gb hard drive, 40 Mb of RAM, an external1 Gb JAZ drive, Windows 95, and Office 97 were installed. In addition, a TCP/IP connection to theWCPSS wide area network and communications software were installed to allow data transfers between theDue Process PC and the WCPSS mainframe. The TCP/IP connection greatly enhanced data transmissionspeed for downloads. The previously installed mainframe coaxial cable connection allowed thedemographic data download of all students in the WCPSS to fmish in about one hour. The TCP/IPconnection reduced download time to less than three minutes. The JAZ drive, a removable cartridge drivewith hard-drive-like speed and capacity, is used for backups. With the suspensions database currentlybetween 100-200 Mb in size, and increasing as the student population grows, the JAZ drive easily satisfiesthe need for a large capacity backup system. Access 97, a component of Office 97, is needed for any adhoc suspension analyses, which can be created in the Access query, form, and report objects. However, theDue Process software can generate two reports of its own.
ReportsTwo reports are currently generated from the Due Process software, the Suspension Log and the StudentHistory. The Suspension Log (see Attachment #13) creates a list of all long-term suspensions betweenuser-defined dates. For example, putting in the dates for the beginning of the school year and the end of theschool year will generate a list of all long-term suspensions in WCPSS for that school year. Long-termsuspensions carry with them options for appeal as well as alternative and temporary placements. Appealscan be made at the school level where the Multi-Disciplinary Team reviews the case, at the centraladministration level with the Disciplinary Review Committee, or at the school board level. Alternativeplacement options such as a student-parent drug rehab program or an alternative school setting provide staffwith other avenues of recourse in some instances rather than issuing a long-term suspension. These andother options have to be tracked on a weekly, if not daily, basis to ensure that students' rights are protectedduring the course of their appeals process. The Suspension Log makes that tracking possible. It alsoallows long-term suspensions to be sorted by any of the columns in the log. For example, the table couldbe sorted by school or by type of suspension. These resorted logs can also be printed.
11
8
The Student History report (see Attachment #14) serves as a historical guide for the Student Due ProcessOfficer. The report outlines all the suspensions that a particular student has received_ When a case is inreview, it is sometimes helpful to know what previous incidents have occurred and what actions have beentaken pertaining to a student. Knowing a student's history helps to guide committee recommendations foractions to be taken in a current case. For some cases, such as those involving theft or vandalism, assault, orweapons possession, a second violation results in an automatic recommendation for long-term suspension.Having a student's due process history is vital during review.
Benefits ReviewThe purpose of developing the Due Process software was to improve the accuracy and efficiency ofmaintaining student suspension data. Those improvements help to ensure a fair recording and/or review ofa student's case. Following are some of the benefits of the Due Process system:
More data can now be tracked than could before when solely using the mainframe. Also, dataare not overwritten; and therefore, a complete historical account of cases is now available.Data entry speed has improved over the previously used mainframe terminal, data entrymethod. A user-friendly data entry screen was designed with shortcuts and other entryfeatures to accommodate speed, while not sacrificing quality. An example is automatictabbing to the next data field once the previous field has been filled. Another importantfeature is the logical navigation of the data screens created from the flow-charted processspecifications.One software tool is all that is needed to manage the office's processes and data, as opposedto several spreadsheets, manuals, and files.Suspension data can now be examined in more meaningful and immediate ways. Previousanalyses had to be tabulated by hand or requested from a backlogged I.S. department.
DOCUMENTATION & HELP
Both projects have a help manual. The SST software has extensive on-line help as well. One reason thatdocumentation is a necessary part of software development is staff turnover. Schools have relatively highteacher turnover rates, and user training needs can never be fully met. New staff members can shorten theirlearning curve by using detailed documentation. WCPSS was particularly sensitive to this issue because ofthe turnover of three central staff positions during the SST and Due Process projects. Existingdocumentation of their roles and contributions proved helpful to project completion.
SOFTWARE INDEPENDENCE & Al) HOC ANALYSES
The SST and Due Process applications are both written and compiled using Visual Basic. They execute ontheir own without needing any other software application except for the Windows 95 operating system.Their underlying database tables are built with Microsoft Access. Creating the data tables in Access allowsanalyses beyond the scope of the applications to be performed, if needed. An understanding of theapplications' database structures and the general principles of relational databases is necessary before doinganalyses in Access.
CONCLUSIONS
The real-time automation of data gathering, monitoring, and reporting through these software applicationshas greatly facilitated the SST and Due Process efforts. The software applications help to guide the users infast, friendly ways for data entry. Electronic downloads from the mainframe reduce data collection time.This reduction is achieved by importing already known information into the two applications where thedata can be quickly analyzed (in the case of the SST software) and/or manipulated (in the case of the DueProcess software). Paperwork has been reduced while enhancing the quality of data collection andmonitoring of students' progress. A variety of reports can be generated on demand.
Diverse student needs can challenge a school or Central Office by requiring information to be gatheredfrom a variety of sources. If relevant information cannot be efficiently collected and/or is unreliable, thendecisions concerning individual students will be of poor quality. The quality of decisions for students isarguably most important for the at-risk student for whom there is little room for error. Creating structured,automated data-gathering, monitoring, and reporting processes provides guidance to schools, students, andparents about the next most important step in the at-risk student's life.
REFERENCES
Date, C. J. (1983). Database: A primer. Addison-Wesley Publishing Company.
Wright, S., & Covington, R. 0. (1995). A guide to strong student support teams. Raleigh, NC: WakeCounty Public School System.
12
10
lb
Attachment # 1.a.
Type your name and password to enter the system.
User Name: Kevin
Eassword: thakidokidek
Cancel
X
111/ Open Student File
Name & SSN I
First Name
Last Name
SocSecNumber liiiiiiiii
NameALTMA, KEVIN RYAN
Soc Sec #111111111
Find Now
Na w Search
Birthdate08/11/1983
Purpose of Meeting AERA
Attendees KG, BC, MP
All attendees must sign a confidentiality statement
Entry Mode C Enter Data & Log Meeting
C Enter Data Only
C View Only
Status of SST involvement JNo involvement
OK Cancel
13
Attachment # 1.b.
A Student Support Teem System [Request (ALTMA, KEVIN RYAN)] MOMFite Edit View loots elp...
,D1'0;1111 1.1) g
ALTMA, KEVIN RYAN-RectueSt
---General Info
--EmotionalPhysical Health
LegalEducation
Action PlanLI-6story
Requested By Bob M.
Relationship Regular Education Teacher
Date of Request 03/03/1998
Liaison Assigned Patricia H.
Concerns
Category Concern Level Notes
v.
Behavioral Patterns v ttention
Mental illness in family
v
v
v
v
Medium
Medium .v
.
Kevin seems to be easilydistracted in Geometry class.
Kevin's aunt is schizophrenic.Family Characteristic ..v
Request his student was in another support program that was terminated by the state.Notes
Previous StrategiesUsed
Counseling, peer mediation, family support services
I Ready i Last Updated : 04/06/1998 April 6, 1 98 4:57 PM 0 hour 1 minute
BEST COPY AVAILABLE
Attachment # 1.c.
Student Support Team System [General (ALTMA , KEVIN RYAN)] MEI ElFile edit View Tools help
cid la I Al
ALTMA , KEVIN RYANRecpiest
.
tnriiFamily
Emotional--Physical Health
Legal
1.--Action Plan
First Name !KEVIN RYAN
eirthdate 108/11/1983
Gender 'Male 1 Rare White
Address 1007 LIN DR
City 1SPRINGS
Last Name JAL ID
Primary Language !English
State NC 127777
Home Contact 1PaulaAltme Phone 1(919) 212-5555
Work Contact 1 1RoyAltme Phone 1(919) 333-5555
Work Contact 2 Phone I( )
Grade
Current School !Apex High_
Cul rai/EthnicNotes
Areas ofStrength
11111111
Family from NC. Small rural farm.
Common sense. Friendly. Areas ofConcern
Attention span.
Ready
1J
April 6, 1998 2:22 PM I 0 hour 11 minutes
BEST COPY AVAILABLE
Attachment # 1.d.
it Student Support Teem System [Family (ALTMA. KEVIN RYAN)]
tie Edit view I0Ols falro
I (6. .I
ALTMA KEVIN RYAN
----General InfoFamily
----Physical Health
----Education
----Action Plan
Name (required) e RelationshipRelationship
Type Marital StatusCustody / Visitation
RightsLiving with -Student
Paula Altrna
ay ARme29
30
12
MotherFather 1r,
Brother gr
w
V
Full
Full
Full
V
V
V
MarriedMarriedSingle
V
V
V
NotApplicableNotApplicableNotApplicable
V
V
YesYesYes
V
Altma
V
V
w
4
V`.
Who is most Paula Mynaresponsible for this
student Roy Altma
Family Notes I Brothers are close but have been fighting more lately. Mother is willing to help. Father is too busybut is disciplinarian.
Areas ofStrength
mother
Ready
16
Areas of Uninvolved fatherConcern
April 6.1998 j 4:32 PM 2 hours 21 minutes
Attachment # 1.e.
A Student Support Team System [Social (ALTMA. KEVIN RYAN)] INE2E3File edit view Tools help
'014,1121.±Ji
ALTMA , KEVIN RYAN
1.---General Info
Physical Health
--Surnmary1 ---Actjon Plan
Ready
EssentialSupport
Involved Family8 Friends
Press (Ctii>Enter> to add a blank lineHas one good school friend since the 1st grade]
Social Notes Extroverted but with few friends. Two friends moved away when their farms were sold.
Areas ofStrength
Has lived in the same area since birth. Areas ofConcern
Farming community is shrinking sofewer friends at home.
_:J
TLast Updated : 04/06/1998 April 6,1998 4:35 PM 2 hours 24 minutes
Attachment # 1.f.
A Student Support Team System Emotional (ALTMA, KEVIN RYAN)] S 9 ElEde Edit View 'Tools Help
DicalG1111+_,I1
I
ALTMA , KEVIN RYANest
General InfoFamily
. Social
Physical HealthLegal
EducationSummaryAction Plan
Ready
Events that have effected the studentssychologicalti or emotionally
Father lost his job last year but has found temporary word
Even temperament Areas ofConcern
J
Concern for Safety rPossibility of Crisis f
Can get unreasonably upset withbrother.
fLast Updated 04/06/1998 April 1998
13
4:38 PM 2 hours 27 minutes
BEST COPY AVAILABLE
Attachment # 1.g.
Student Support Team System [Health (ALTMA. KEVIN RYAN)]
Elle Edit view Tools Help
D I al la I bpi 1 Gtb I es 2__/.1
ALTMA , KEVIN RYANRequestGeneral InfoFamilySocialEmotional
P!VO. 06! Health:LegalEducation
Action PlanHistory
Health History I Current Health I Health Provider' Medications
Serious illnesses, injuries, hosoitalizati ns since birth (include dates1
Press <Ctrl >+<Enter> to add *blank line
Current health notes
Areas ofStrength
Active in baseball
Ready
Areas ofConcern
1
Last Updated : 04/06/1998 April 6,1998 416 PM 2 hours 5 minutes
19
Attachment # 1.h.
A Student Support Team System [Legal (ALTMA. KEVIN RYAN)]
File Edit View Dols help
lab
ALTMA , KEVIN RYAN
General IntoFamilySocialEmotional
--Physical Health
- --Education--.Summary
Action Plan Previous or Present. Legal Problems with Student or Famgy Members
None
Areas ofStrength
:LI. Areas ofConcern
Ready [Last Updated : 04106/1998 r April 6.1998
20
4:40 PM 2 hours 29 minutes
Attachment # 1.i.
A Student Support Team System [Education (ALTMA, KEVIN RYAN)]
file Edit View Dols tielp
D14,10111i xlta 1112J
ALTMA , KEVIN RYAN
1.General InfoFamilySocial
-Emotional---Physical Health
.Educatiort
Action Plani.---listory
FReady
General 1 Family I Registration / Attendance Current Grades 1 Grades History 1 Testing ] Learning Variation
Current School !Apex High
Homeroom Teacher 1Huftliam
Title I rEnglish as a 2nd Language rExceptional Student Code 1
Educational Information Note
Current Grade
Team 1
Discipline
Average student Math is weakest subject.
Areas ofStrength
Eland JAreas ofConcern
Math
Nast Updated : 03/22/1998 April 6. 1998 I 4:46 PM 3 hours -25 minute
BEST COPY AVAILABLE
Attachment # 1.j.
" Student Support Team System [Summary (ALTMA, KEVIN RYAN)] Pi 1171111
File edit View Dols Help
ALTMA , KEVIN RYAN
General InfoFamilySocialEmotionalPhysical Health
Legal
EducationSunrnaryAction Plan
Gultu E c I Family 1 So Cie! 'Physical Health I Legal ducational I Psychological / Emotional
Family from NC. Small rural farm.
Ready
22
April 6, 1998 k29 PM ! 2 hours 18 minutes
BEST COPY AVAILABLE
Attachment # 1.k.
A Student Support Team System [Action Plan] MEMFile Edit view Tools Help
ALTMA , KEVIN RYAN,.- Request---General Info
...Family
1.--- ..Emotional
1---Physical HealthLegal
1---EducationSummaryAction PlanHistory
Concern Objective Strategy Code Activit}
Attention
Mental illness in family
Keep attention on teacher Classroom-Based Match teacher styles/student learning
Watch for symptoms School Support Services Consultation with related services
-7"
'Ready
Status
6. Case Open
r Case Closed
[Last Updated 04/06/1998-
23
April 6,1998 4:27 PM hours 16 minutes
BEST COPY AVAILABLE
444
de Edit yiew Toots
Attachment # 1.1.
:X
ALTMA .KEVIN RYAN
General InfoFamily
EmotionalPhysical Health,
----- Legal
Education-Summary
Action Plan
ady
Date Attendees I Purpose of Meeting
03/21/1998 Ka BC AERA
03/22/1998 KG, BC, MP AERA
Last Updated : 04/06/1998 Arm .)--1;a71W1 4:25 PM 2 hours 14 minutes
24
Student ProfileMarch 22, 1998
ALTMA , KEVIN RYAN
White Male
007 LIN DRSPRINGS, NC
General Strengths : Common sense. Friendly.General Concerns : Attention span.
Request InformationRequest By : Bob M.
Request Date : March 3, 1998Liaison : Patricia H.
Concerns
Attachment # 2
Birthdate :Grade :
Primary Language :
Home Contact :Work Contact :
August , 198309English
Paula Altma _
Roy Altma
( Regular Education Teac
(919) 212-5555(919) 333-5555U
CategoryBehavioral Patterns
Family Characteristics
ConcernAttention
Mental illness in family
Level Notes
Medium Kevin seems to be easilydistracted in Geometryclass.
Medium Kevin's aunt isschizophrenic.
Request Notes : This student was in another support program that was terminated by the state.
Previous Strategies : Counseling, peer mediation, family support services
Family Information
Name Age Marital Status Custody / Living Education / School
Paula Altma 29 Married Not Applicable 12th GradeMother / Full Living w/ Student
Roy Altma 30 Married Not Applicable 11th GradeFather / Full Living w/ Student
Perry Altma 12 Single Not Applicable 6th GradeBrother / Full Living w/ Student Apex Middle
Responsible :
Family Notes :
Family Strengths :Family Concerns :
Paula AltmaRoy Altma:
Brothers are close but have been fighting more lately. Mother is willing tohelp. Father is too busy but is disciplinarian.Involved motherUninvolved father
25
Attachment # 2
Student ProfileMarch 22, 1998
Social Information
Essential Support : Has one good school friend since the 1st grade.Involved Support :
Social Notes : Extroverted but with few friends. Two friends moved away when their farmswere sold.
Social Strengths : Has lived in the same area since birth.Social Concerns : Farming community is shrinking so fewer friends at home.
Emotional Information
Emotional Notes : Father lost his job last year but has found temporary work.Emotional Strengths : Even temperament.Emotional Concerns : Can get unreasonably upset with brother.
Health Information
Health History :Health Notes :
Physicians : Dr. Johnson
Sight/Hearing Acuity :
Far : Pass
Near : Pass
Hearing : Pass
Lunch Status :
Medical Plan Available
Health Strengths :Health Concerns :
Legal Information
Legal Notes : NoneLegal Strengths :Legal Concerns :
2/2/1995
2/2/1995
2/3/1995
( with glasses)
( with glasses)
No Concern for Health Crisis No Concern for Health Safety
262
Student ProfileMarch 22, 1998
Education Information
Current School : Apex HighHomeroom Teacher : Huffham
Exceptionality Code :
Family Involvement
Attachment # 2
Grade : 09Team :
Date Family / School Contact School Role / Type of Contact3/16/1998 Paula Counselor
Patricia Phone Call
Purpose / Commentsreview distractibility
School Registration & Attendance
School
Apex High
Grade Entry / Exit Code & Date
9 El - First enrollment in public school 8/18/1997in NC this year
Current Days Enrolled :Previous Days Enrolled :
63 Current Days Absent :180 Previous Days Absent : 21
5
Current Grades
Grading Period :
Kindergarden (# Ns) 1st & 2nd Grade 3rd - 12th Grade
Semister GPA :Year GPA :
0.00 Classes Taken : 00.00 Classes Passed : 0
Classes Failed : 0
Learning Style Gregoric Categories Multiple Intelligences Student Evaluation
Tactile Learner Unit Test
Behavior Occurances
Date Comments1/12/1997 Fighting on playground
2/18/1998 Skipped class
2 7 3
Student ProfileMarch 22, 1998
Family Learning History :-Educational Notes :
Education Strengths :Educational Concerns :
Action Plan
Attachment # 2
Schizophrenic aunt dropped out of high school.Average student. Math is weakest subject.
Objective / Activity Strategy Code / Activity Est Com / Review Status / Outcome / Assess
Keep attention on te Classroom-Based 1/2/1998 DiscontinuedMatch teacher styles/stu 2/2/1998 Moderately Effective
Responsible Mrs. Krauss Regular education te Teacher Feedback
Watch for symptoms School Support Service 3/4/1998 Continued w/ modificationsConsultation with relate 2/5/1998 Very Effective
Responsible Ms. Lasher Outside Agency Other
History
Meeting Date Purpose3/21/1998 AERA
Attendees
KG, BC
Attachment # 3
Student Action PlanMarch 22, 1998
Student : ALTMA , KEVIN RYAN
Student ID :
Parent / Gardian :Address :
Home Contact :Work Contact :
Concerns
Case Open
Paula Altma007 LIN DR
SPRINGS, NCPaula AlturaRoy Altma
Liaison : Patricia H.Homeroom Teacher : Huffham
Team :(919) 212-5555(919) 333-5555
Category
Behavioral Patterns
Family Characteristics
Concern
Attention
Mental illness in family
Level Notes
Medium Kevin seems to be easily distracted inGeometry class.
Medium Kevin's aunt is schizophrenic.
Strengths
General : Common sense. Friendly.
Family : Involved mother
Social : Has lived in the same area since birth.
Emotional : Even temperament.
Health : Active in baseball
Legal :
ducation : Band
Concerns
Attention span.
Uninvolved father
Farming community is shrinking so fewer friends at home.
Can get unreasonably upset with brother.
Math
Objective :Responsible :
Status :Outcome :
Keep attention on teacherMrs. Krauss
DiscontinuedModerately Effective
Strategy Code : Classroom-BasedActivity : Match teacherCategory :
Status Notes :Assessment : Teacher Feedback
Est. Completion : 1/2/1998Review : 2/2/1998
Objective :Responsible :
Watch for symptomsMs. Lasher
Status : Continued w/ modificationsOutcome : Very Effective
Strategy Code : School Support ServicesActivity : Consultation with relatedCategory :
Est. Completion : 3/4/1998Review : 2/5/1998
Status Notes : Family learning what symptoms to look for.
2 assessment : Other
Attachment # 4
Student Support Team Case LogApril 6, 1998
Student : KEVIN RYAN ALTMA ( 111111111 )Liaison Assigned : Patricia H.
Grade : 9
Meetings
3/21/1998 Classroom Behavior KG, BC
3/22/1998 Concentration KG, BC, MP
Student : KEVIN AIME NADEA ( 222222222 )Liaison Assigned :
Grade : 8
Meetings
3/21/1998 Behavior KG, SW, DM
Student : ELIZABETH NICO CULI ( 3333333 )Liaison Assigned : Nancy B.
Grade : 10
Meetings
4/6/1998 Discussion KG, BC, MP
301
Attachment # 5
. SST Team Summary ReportApril 6, 1998
Gender2 Males (67%)1 Females (33%)
Race3 Whites (100%)
Concerns Request Relationships2 Family Characteristics (67%) 1 SAP Coordinators (33%)1 Behavioral Patterns (33%) 1 Regular Education Teachers
(33%)1 Psychologists (33%)
Exceptionality Codes Lunch Status3 Cases Lunch Status Unknown
Grade Title 1 0%
1 8th Grade (33%)1 9th Grade (33%)1 10th Grade (33%)
Strategies2 School Support Services (67%)1 Classroom-Based (33%)
3 .1
Attachment # 6.a.
A Student Support Team System [Request (ALTMA. KEVIN RYAN)]
File edit View Tools help
I g
ALTMA, KEVIN RYAN i
4Fleckest!---General Info
Emotional----Physical Health
Education--Summary
1.----Action Planlistory
Requested By ]Bob M.
Relationship 'Regular Education Teacher
Date of Request 103/03/1998
Liaison Assigned .1Patricia H.
Concerns.
RequestNotes
Previous StrategiesUsed
Category Concern Level NotesA.
Behavioral Patterns Attention Medium"'"
Kevin seems to be easilydistracted in Geometry class.
.
Family Characteristic; Attention Medium Kevin's aunt is schizophrenic.V Aggression
Assignment completionFollowing directionsOrganizational skillsSocial skills ,
This student was in another support program that was terminated by the state.
Counseling, peer mediation, family support services
Ready 1 Last Updated 04/06/1998 April 6, 1 98
32
6:40 PM 0 hour 20 minutes
BEST COPY AVAILABLE
Attachment # 6.b.
A, Student Support Team System [Request (ALTMA. KEVIN RYAN)]
File Edit view Tools help
ALTMA, KEVIN RYAN
--....Generat tnfoFamilysocialEmotionalPhysical HealthLegalEducation
1.--- Summary1Action Plan
Ready
Requested By 'Bob M.
Relationship 'Regular Education Teacher
Date of Request 83/03/1998
Liaison Assigned
Concerns
RequestNotes
Previous StrategiesUsed
Patricia H.
Category Concern Level Notes
Behavioral Patterns
Family Characteristic
Attention
Mental Illness in farroly
Lack of basic needsDeath in familyTerminal illness in femiMental illness in fa.milvFamily changesUnemployment
Medium
Medium
Kevin seems to be easilydistracted in Geometry class.
Kevin's aunt is schizophrenic.
This student was in another support program that was terminated by the state.
Counseling, peer mediation, family support services
1 Last Updated ; 04/06/1998 April 6.1998 6,41 PM 0 hour 2
33
BEST COPY AVAILABLE
minutes
Attachment # 6.c.
A Student Support Team System [Action Plan]
File Edit View Tools help
I ci'd 'est 2_11
ALTMA, KEVIN RYAN
--General InfoFamilySocialEmotional
I..-- Physical HealthLegalEducation
Action Plan
r--
Strategy Code ActivityA
Person/Agency Respon
Classroom-Based
School Support Services
Match teacher styles/student learning styles
Coaching/TutoringFeedbackFlexible rou inMatch teacher stylesfstmient learning stylesParental involvementProvide study skills, notes, organizers
Mrs. Krauss
Ms. Lasher
V
V
V
Status
Case Open
r Case Closed
Ready Last Updated 04/06/1998 f April 6. 1998
34
6A4 PM 0 hour 24 minutes
BEST COPY AVAILABLE
Attachment # 6.d.
AL Student Support Team System [Action Plan]
File Edit View Tools help
DIGgIga1±1 xi1blialL1
ALTMA. KEVIN RYAN
General Info--Family
--Emotional-Physical Health
Legal
Plan
Ready
Strategy Code Activity Person/Agency Respon
Classroom-Based
School Support Services
4
Match teacher styles/student learning styles
Consultation t PITIAPCI SF.itCeS
Family community assessmentParent educationSchool conferenceFamily counselin
Screening for initial referral to special ed
V
V
Mrs. Krauss
Ms. Lasher
.1.11000114
.rStatus
Case Open
Case Closed
Last Updated : 04/06/1998 April 6.1998 6:45 PM 0 hour 25 minutes
35
Attachment # 7.a.
jit Student Support Team System [Action Plan]
File edit Vi
11.511
ools delp
;% OS1
ALTMA, KEVIN RYAN-.Request
----General Info....Family
EmoonaII..........Physical Health
LegalEducatioiSu
StatuS Status Notes Outcome Method of Assessing Outcome
Discontinued
Continued w/ modifications v Family learning whatsymptoms to look for.
Moderately Effective
MEWNot EffectiveMinimally EffectiveModeratel Effective
Insufficient TimeNot Implemented
Teacher Feedback
Other
Status
Case Open
r Case Closed
36
April 6. 1998 6:35 PM 0 hour 15 minutes
Attachment # 7.b.
A Student Support Teem System [Action Plan] MEMFile Edit View Tools Help
olalialLej
ALTMA. KEVIN RYAN
1.----General Info
Social--Emotional--Physical Health
I---Education
1...--Action Plan.
Status
Discontinued
Status Notes Outcome Method &Assessing Outcome
Continued w/ modifications Family learning whatsymptoms to look for.
Moderately Effective
Very Effective
Teacher Feedback
Student Feedbackw Teacher Feedback
TestsWork Samples0 inion On
- 1104
10.
Status
r: Case Open
r Case Closed
Ready
37
April 6,1998 r 6:30 PM 0 hourt0 minutes
System LogLog_Event
Log DescriptionUser ID
I anestarrip
DownloadStudent_IDFIrst_NarneLast_Name
AddressCity
StateZip
BirthdateGenderRaceGrade
Current_Days_AbsentCurrent_Days_EnrolledPrevious Days_Alosent
Previous Days EnrolledLunch Status
Exceptionality CodeEOG Year 1EOG_Year-2
Reacling_Scate_1Reaceng_Level_lMath ScaleIMath_Level 1 10
Reading Scale 2Reading Level_2
Math Scale 2Math Level_2Semister GPA
Vear_GPANumber Classes Taken
Number Classesi)asseciNumber_Classes Failed
Current Number Days_SuspencicciPrevious_Number Days Suspended
OLSAT VerbalOLSAT_NonVerbal
OLSAT_TotalAlgebraEnglish
EconomicsBiologyHistory
Attachment # 8
SSTS Detail Data ModelStudents
Student_ID Physicians Current ScienceCase Open Visual Far Current_Social_StudiesRequest_By Visual_Far_Date Previous Education
Request Relationship Visual_Near Visual_LearnerRequest_Date Visual Near_Date Audftory_Learner
Liaison Visual Far Glasses Tactile LearnerRequest Notes Visual Far Date_Glasses Verbal Intelligence
Accepted Strategies Visual_Near Glasses Logical IntelligenceFirst Name Visual_Near Date Glasses Visual IntelligenceLast_Name Hearing Body_IntelligenceBlithdefe Hearing_Date Musical IntelligenceGender Medical Plan Interpersonal IntelligenceRace Heath Crisis tritrapersonal_Intelligence
Primary Language Health Safety Global-ConcreteGrade Health Strengths Global-Abstract
Address Health Concerns Sequential-ConcreteCity Legal Notes Sequential-Abstract
State Legal Strengths DemonstrationZip Legal Concerns Long_Answer
Home Contact Cuirent_School PerformanceHome Phone Homeroom Teacher Portfolio
Work Contact_) Team ProductWork Phone 1 Curront_Dara_Enrollcd Rubric
Work_Contact_2 Current_Days_Abserd Unit TestVVork_Phone_2 Previous Days Enrolled Request Last_UpdateCultural Notes Previous_Days Absent General_Last_Update
General Strengths Title l Family Last_UpdateGeneral Concerns English 2ncl_Lenvege Social_LastUpciate
Responsible 1 General Eclucedion_Notes Emotional Last UpdateResponsible2 Education Strengths Health_LastUpdateFamily Notes Education Concerns legal_Lest_Update
Family Strengths Family_Leaming History Education_Last_UpdateFamily Concerns Current Grade_Period Action_Plan Last UpdateEssentlal_Support Current Social Skies History_Last_UPdateinvoNed_Support Current VVork_Habds Lass Update
Social Notes Current_Language DeletedSocial_Strengths Current_ReadingSocial_Concems Current Vvritten_LanguageEmotional Notes Current Computation
Emotional Strengths Current_Problem SolvingEmotional Concerns Current_Completion
Emotional Safety Current_DirectionsEmotional Critis Current Language Arts
Health fistory_Notes Current MathHealth Notes
2 2 9Suspensions History ResourceS School History I-amdy Involvement Grade History
Student D Student ID Agency Student iD Studerd ID Student_IDGrade Meeting_Date Service School Contact Date GradeDate Purpose Contact Grade Family Contact Promoted
Length Attendees Phone Entry_Code School_Contact PlacedCode Entry_Date School Role Prornoted_Surnmer SchoolDetail Exit_Corte Type of Contact Placed_Surrirner_School
Description Exit Date Purpose RetainedComments
BEST COPY AVM BLE 3 3
Attachment # 9
Begin Suspension Process School Level
Short-TermSuspension
ProcessNo Yes
YesNo
No1-Yes
Yes
No Causality
Yes
Causality
Yes Yes
i-* Return to School
SuperintendentLevel
Overturned
4 No
ACE ProgramProcess (S)
Upheld
Principal's Reportmust be received
Student is STSuspended with
Recommendation forLT
Student is STSuspended with
Recommendation forLT
33
Yes
.4____-1
Yes
Attachment # 9
Short-Term Suspension Process
Enter Data from 1716
Back to School
tOverturned
Yes- Send ProcessLetter to School
Suspension Served 4
40
eld
ELT SuspensionApproved by
Superintendent
Attachment # 9
ACE Program Process
Add Student to lists forACE and FIND
Student has ContactConference with
Vendor
ReceivedNotification fromOther Vendor?
Yes
Remove Student fromFIND list. Add to list
for Other Vendor.
Did the Studentmeet the
requirements?
Yes
/No LT Suspension
Attachment # 9
All Appeals Upheld and LT Approved
Yes
Home-Based Services LT Suspension Served
42
I
Came to Supe intedent through Appeal
Attachment # 9
Superintendent Level
No
Board Level
A
3
Yes
Came to Superintendentfor Review of Waiver
Upheld
Richard Milbumoffered to qualified
students
Overturned
1717 a or 1717bis sent
(Return To School
2Came to Superintedent for
Failed to Appeal
1717b sent
LT Suspended -Richard Milburn
Yes
Richard Milbumoffered to qualified
students
NoAll Appeals Upheldand LT Approved
Yes --10.
Richard Milburnoffered to qualified
students
s Suspension For365 or Expulsion?
1717b is sent
Almost all Waivers areapproved by DRC
4
Yes
11,
3
Student is LTsuspended
Board Level
2
Came to Board forApproval of
365 or Expulsion
Upheld
Attachment # 9
Board Level Process
1
Came to Board for Appeal After Appeal, theappropriate 1717 letter
is sent
Upheld and Modified
1
Offered andAccepted Richard
Milbum?
Student is 365Suspended or
Expelled
IApproved
Yes
CLT Suspended -Richard Milburn
No
Overturned
Denied 365 or Expulsion
Overturned
Student is sentappropriate 1717 letter
after resolution( Return to School
44
Back to School
All Appeals Upheldand LT Approved
Attachment # 9
Request for Temporary Placement
Yes
More than 10 dayssince suspension?
Wait until 10 days havepassed sincesuspension
Yes
Start TemporaryPlacement
45
No)No Temporary
Placement
Attachment # 9
Apply for Reconsideration Process
Conditional Readmittance
Conditions AgreedUpon and Complied
with
Have at least 6months passed
since expulsion?
Yes
No
s the date afterJuly 1 of thecurrent year?
)Not Eligible forReconsideration
Yes
Unconditional Readmittance
Student Readmitted
RefusalReadmittance not
Granted
Attachment # 9
Receive Principal's Revision Process
Does Revision VOIDthe suspension?
Save information fromprevious suspension
reports
Yes
vMake changes to"
suspension informat,
4 7
CDelete all recordsassociated with this
suspension
Stu
dent
Stu
dent
_ID
SS
NT
ext_
Stu
dent
_ID
Firs
t_N
ame
Last
_Nam
eS
choo
l_ID
Tra
ck_N
umbe
rF
athe
r_N
ame
Mot
her_
Nam
eG
uard
ian_
Nam
eD
ate_
Of B
irth
Age
Gra
de
Res
iden
t_A
dcire
ssR
esid
ent_
City
Res
idbn
t_S
tate
Res
iden
t_Z
ipM
ailin
g A
ddre
ssM
ailin
g_C
ity_S
tate
Mai
ling_
Zip
Em
erge
ncy_
Pho
neH
ome_
Pho
neR
ace
Gen
der
Spe
cial
_Pro
gram
Exc
eptio
nalit
yLe
vel_
Of_
Ser
vice
Atta
chm
ent #
10
Dat
a M
odel
for
Wak
e C
ount
y S
uspe
nsio
ns
>0
0l
0
Sch
ool
Sch
ool_
IDS
choo
l_N
ame
Sch
ool L
evel
Rec
omm
ende
d S
uspe
nsio
n T
ype
Rec
omm
ende
d_T
ype_
IDR
ecom
men
ded_
Typ
e T
ext
Add
ition
al S
uspe
nsio
n R
epor
tS
uspe
nsio
n_R
epor
t_ID
Sus
pens
ion_
IDR
epor
t_D
ate
Rec
omm
ende
d_T
ype_
IDB
egin
ning
_Dat
eE
nd_D
ate
Day
s_S
erve
dP
olic
y_V
iola
tion_
IDP
olic
y_D
etai
l_C
ode
Des
crip
tion
AC
E_O
ffere
dA
CE
Acc
epte
dA
CE
_Ven
dor
Sub
stan
ce
>I
0l
Sus
pens
ion
Sus
pens
ion_
IDS
tude
nt_I
DT
ext_
Stu
dent
_ID
Sch
ool_
IDV
iole
nce_
Cat
egor
y_ID
Sch
ool_
Yea
rG
rade
Beg
inni
ng_D
ate
End
_Dat
eR
ecom
men
ded_
Typ
e_ID
Sus
pens
ion_
Typ
e_ID
Sus
pens
ion_
Leng
thM
DT
_Dat
eM
DT
Out
com
e_ID
Pol
icy_
Vio
latio
n_ID
Inci
dent
_Dat
eD
escr
iptio
nS
ubm
itted
_Wai
ver_
Dat
eS
ubst
ance
Pro
cess
_Let
ter_
Sen
t_D
ate
Prin
cipl
e_R
epor
t_R
ecei
ved_
Dat
eA
CE
_Offe
red
AC
E A
ccep
ted
AC
E_V
endo
rA
CE
_Con
tact
_Con
fere
nce_
Dat
eA
CE
_Ant
icip
ated
_Beg
inni
ng_D
ate
AC
E_A
ntic
ipat
ed_E
ndin
g_D
ate
AC
E_C
ompl
etio
n_D
ate
AC
E_F
aile
dA
ltern
ativ
e_P
lace
men
t_O
ffere
dA
ltern
ativ
e_C
onta
ct_C
onfe
renc
e_D
ate
Alte
rnat
ive_
Enr
ollm
ent_
Dat
eA
ltern
ativ
e_W
ithdr
awal
_Dat
eA
ltern
ativ
e_D
enie
d_A
dmis
sion
Tem
p_ P
lace
men
t_R
eque
st_R
ecei
ved_
Dat
eT
emp_
Pla
cem
ent_
App
rove
dT
emp_
Pla
cem
ent_
Alte
rnat
ive_
Nam
eT
emp_
Pla
cem
ent_
Enr
ollm
ent_
Dat
eA
pplie
d_fo
r R
econ
side
ratii
on_D
ate
Hom
e_B
ased
_Pro
vide
rH
ome_
Bas
ed_E
xten
t_of
Ser
vice
sC
hang
ed_S
tatu
sC
hang
ed_D
ate
>0-
0+S
uspe
nsio
n T
ype
Sus
pens
ion_
Typ
e_ID
Sus
pens
ion_
Typ
e_T
ext
Out
com
eO
utco
me_
I DO
utco
me_
Tex
t
Vio
lenc
e C
ateg
ory
Vio
lenc
e_C
ateg
ory_
IDM
ainf
ram
e_C
ode
Cat
egor
y_C
ode
Vio
lenc
e_C
ateg
ory_
Tex
t
Ven
dor
AC
E_V
endo
r ID
AC
E_V
endo
r T
ext
48
+0-
>0
Lette
rLe
tter
IDS
uspe
nsio
n_ID
Lette
r T
ype
Dat
e_S
ent
Leve
lLe
vel I
DS
uspe
nsio
n_ID
Out
com
e_ID
Leve
l_T
ype
Dat
eA
ppea
led
>0
App
eal_
Rec
eive
d_D
ate
Atto
rney
_Inv
olve
dA
ttorn
ey_N
ame
Sch
ool D
ayS
choo
l_D
ay_I
DD
ate
Mai
nfra
me
Log
Log_
Ent
ry_I
DE
vent
_Typ
eE
vent
_Dat
e
Pol
icy
Vio
latio
nP
olic
y_V
iola
tion_
IDP
olic
y_V
iola
tion_
Cod
eP
olic
y_V
iola
tion_
Det
ail
Pol
icy_
Vio
latio
n_N
umbe
rP
olic
y_V
iola
tion_
Tex
t
Attachment # 11.a.
Eile Edit View eports Mainframe setup ytdinciaw Help
Etz e^iria Explorer
Search For:
Pi 0 El
KEY , ALEXANDER WARR i
KEY . CHASTITY GRACE -
KEY
so 6400.1 11/15/94
SIT 6400.0 12/14/94Si tP 6425.1 -1/18/95
STOP 6410.0 - 3/22/95
six 6428.0 -12/20/95
SW 6410.0 - 2/14/96
Sr 6410.0 10/9/96sa, 6400.1 12/5/96Slrc 6410.0 - 2/12/97
STOP 6410.0 - 3/20/97
STOP 6410.1 - 5/6/97
STEP 6430.0 - 5/19/97
STOP 6400.1 -9/4/97
STOP 6400.1 -9/15/97
slip 6400.1 - 9/24/97
Frf. 6400.1 - 10/3/97
sliP 6400.1 -10/8/97
sitr 6400.1 -1/15/98
STIF 6430.0 2/24/98
STOP 6430.0 - 3/18/98
KEY ,WILUAM JAMES
First Name: Last Name: 'KEY
SSN: 044444444 School ID: 1348_ . . ...._
Father, Mother,Date Of Birth: 19/28/82 es:
andILEOLA KEYGueutlian Nam
Grade: 109 Age: fig Race: Black Gender: IF
Resident Addresss: 12121 NORTH DR RALEIGH. NC. 27612
Meiling Address: 12121 NORTH DR RALEIGH NC, 27612
Emergency Phone: "2124444444
Special Program: 17
Exceptionality. 'EMI-I/Separate
Home Phone:
Level Of Service:
Total Days.
12125555555
Jos
SuspensionsPoll Violation Number School ID Incident Date Be innin Date ..
6430.0 348 '3117198 3/181986430.0 348 2/23/98 2/24/986400.1 348 1/14/98 1/15/986400.1 348 10/7/97 10/8/976400.1 348 10/2/97 10/3/97;411n1 14R WM97 14/24/117
Add Suspension (F6) I yew Suspension I dose (F4) I
'_ 0 X
IZIOStart I la Suspensions
50
4/7/98 11:56AM
:wptgittzpit ofe
BEST COPY AVAILABLE
Attachment # 11.b.
-=1 Suspensions
File Edit yiew aeports Mainframe Setup Window help
Explorer 113
Search For: I
KEY , ALEXANDER WARR Al
KEY , CHASTITY GRACE -'
KEY
6400.1 - 11/15/94
6400.0 12/14/946425.1 - 1/18/95
6410.0 - 3/22/95
6428.0 -12/20/95
6410.0 - 2/14/96
6410.0 -10/9/96
6400.1 -12/5/96
6410.0 - 2/12/97
6410.0 - 3/20/97
6410.1 - 5/6/97
6430.0 5/19/976400.1 - 9/4/97
6400.1 - 9/15/97
6400.1 -9/24/97
6400.1 -10/3/97
6400.1 -10/8/97
6400.1 -1/15/98
6430.0 - 2/24/98
6430.0 - 3/18/98
KEY , WILLIAM JAMES
General MDT ACEAlternativePlacement
TemporaryPlacement Letters
Student 10: 4444444
RecommendedShort-Term
Suspension Type:
School: 1348
Beginning Date: 3/18/98 Suspension Length.j1
End Date: ii Calculated Length: 1
Policy Violation ID: 16430.0 J Incident Date: 3/17/98
Violence Category 1None Appropriate
Substance:
Description.
Suspension Type: I ShortTerm
Submitted Waiver Date:J
Grade: 109
Process Letter Sent Date- I Principal ReportReceived Date:
Applied forReconsideration Date:
View history Bevisions I Save (F1) close (F4) I
fl x;
14/7/98 .12:09 PM
BEST COPY AVAILABLE
Attachment # 11.c.
I
File Edit Viel. Reports Mainframe Setup window Helpx
al-_;Ada 8 WelExplorer ®o El
Search For: r
KEY , CHASTITY GRACE
KEY 11.11I.64001 - 11115194
6400.0 - 12/14/94
6425.1 - 1/18/95
6410.0 - 3/22/95
6428.0 12/20/95
6410.0 2/14/96
6410.0 - 10/9/96
6400.1 12/5/96
6410.0 2/12/97
6410.0 - 3/20/97
6410.1 - 516/97
6430.0 5/19/97
6400.1 - 9/4/97
6400.1 9/15/97
6400.1 - 9/24/97
6400.1 - 1013/97
6400.1 - 10/8/97
Rdnn 1 .1
General MDT ACE
MDT Date:
MDT Outcome ID:
Home Based Provider:
Home Based Extent of IServices:
Alternative TemporaryPlacement Placement
F-71-177
Letters
View History Revisions Save (F1) I close (F4)
52
14/7/98 1 2:49 PM
Attachment # 11.d.
.1.4 Suspensions MEMEila Edit View Reports Mainframe Setup Window Help
rIMLJ ItExplorer lonizi
Search For I
KEY , CHASTITY GRACE
KEY
6400.1 -11/15/94
6400.0 -12/14/94
6425.1 -1/18/95
6410.0 - 3/22/95
6428.0 -12/20/95
6410.0 2/14/96
6410.0 - 10/9/96
6400.1 -12/5/96
6410.0 - 2/12/97
6410.0 - 3/20/97
6410.1 - 5/6/97
6430.0 - 5/19/97
6400.1 -9/4/97
6400.1 - 9/15/97
6400.1 - 9/24/97
6400.1 -10/3/97
6400.1 -10/8/97
Paw . 1/1 /c61
GeneralAlternativePlacement
TemporaryPlacement Letters
ACE Offered:
ACE Accepted:
ACE Vendor.
ACE Contact Conference Date:
ACE Anticipated Beginning Date:
ACE Anticipated Ending Date:
ACE Completion Date:
ACE Failed:
IBe visions
rr
r
View History aave (F1) I Close (F4)
53
4/7/98 :2:51 PM
9FST COPY AVAILABLE
Attachment # 11.e.
1...7!1 Suspensions PI a 13File Edit View Reports Mainframe Setup Window fielp
Explorer II 1E113
Search For:
KEY , CHASTITY GRACE
KEY
6400.1 -11/15/94
6400.0- 12/14/94
6425.1 -1/18/95
6410.0 3/22/95
6428.0 12/20/95
6410.0 - 2/14/96
6410. 0 10/9/96
6400.1 - 12/5/96
6410.0 - 2/12/97
6410.0 - 3/20/97
6410.1 - 5/6/97
6430.0 - 5/19/97
6400.1 - 9/4/97
6400.1 -9/15/97
6400.1 -9124/97
6400.1 -10/3/97
6400.1 -10/8/97
Attnn .1
-
General MDT ACE
Alternative Placement Offered:
Alternative Contact Conference Date:
Alternative Enrollment Date:
Alternative Withdrawal Date:
Alternative Denied Admission:
r
r
AlternativePlacement
TemporaryPlacement RIM
View History I Revisions lave (F1) I Close (F4)
4/7/98
BEST COPY AVAILABLE
54
12:52 PM
Attachment # 11.f.
27:I Suspensions NomElie Edit View Reports Mainframe Setup Win dow Help
.L2J) 1%lelExplorer Finn
Search For: I
KEY , CHASTITY GRACE
KEY
6400.1 - 11/15/94
6400.0 - 12/14/94
6425.1 - 1/18/95
6410.0 - 3/22/95
6428.0 - 12/20/95
6410.0 - 2/14/96
6410.0 - 10/9/96
6400.1 - 12/5/96
6410.0 - 2/12/97
6410.0 - 3/20/97
6410.1 - 5/6/97
6430.0 5/19/97
6400.1 - 9/4/97
6400.1 - 9/15/97
6400.1 - 9/24/97
6400.1 - 10/3/97
6400.1 - 10/8/97
Rano 1 .1 iic/cIR
I
General MDT ACE
Temp Placement Requested Date:
Temp Placement Approved:
Temp Placement Alternative Name:
Temp Placement Enrollment Date:
r
Alternative TemporaryPlacement Placement Letters
View History Revisions Save (F1) Close (F4)
14/7/98
BEST COPY AVAILABLE
55
2:52 PM
Attachment # 11.g.
I
Ei le Edit View Reports Mainframe Setup Window Help0 X:
(AIL]] PJ 16t2dal
Explorer
Search For I
RCM
El KE7Y
6400.1 -11/15/94
6400.0 - 12114/94
6425.1 - 1/18/95
6410.0 - 3/22/95
6428.0 - 12/20/95
6410.0 - 2/14/96
6410.0 - 10/9/96
6400.1 -12/5/96
6410.0 - 2/12/97
6410.0 - 3/20/97
6410.1 - 5/6/97
6430.0 - 5/19/97
6400.1 9/4/97
6400.1 9/15/97
6400.1 - 9/24/97
6400.1 -10/3/97
6400.1 -10/8/97
6400.1 -1/15/98
gdqn n 9/7 /cIR
Letter Type
View History 1 Revisions
Alternative TemporaryPlacement Placement
LettersDate Sent
4/7/98
'Jo
4:07 PM
Attachment # 11.h.
4. Suspensions
File Edit yi
4 ritReports ainframe
Aellk Explorer PltnSearch For
KEY , ALEXANDER WARR A.
KEY , CHASTITY GRACE-
LKEY
6400.1 -11/15/94
6400.0 -12/14/94
6425.1 -1/18/95
6410.0 - 3/22/95
6428.0 -12/20/95
6410.0- 2/14/96
6410.0 -10/9/96
6400.1 12/5/96
6410.0- 2/12/97
6410.0 - 3/20/97
6410.1 - 5/6/97
6430.0 -5/19/97
6400.1 9/4/976400.1 -9/15/97
6400.1 -9/24/97
6400.1 -10/3/97
6400.1 -10/8/97
6400.1 -1/15/98
6430.0 2/24/986430.0 3/18/98
KEY , WILLIAM JAMES - 23 ,d
SDP
STOP
STOP
STOP
STOP
SDP
SDP
STOP
SroF
SDP
STOP
Fir
STEP
SDP
SDP
STOP
STOP
SUP
STOP
etup Window Delp
X'
Reconsideration ofExpulsion(School Superintendent Board 1 Court
Outcome:
Date:
Appealed:
Appeal Received Date: I
Attorney Involved:
Attorney Name:
r.
Save (El ) close (F4)
57
14/7/98 12:21 PM
Atta
chm
ent #
12
WA
KE
CO
UN
TY
PU
BLI
C S
CH
OO
L S
YS
TE
MN
OT
ICE
OF
ST
UD
EN
T S
US
PE
NS
ION
FR
OM
SC
HO
OL
TO
TH
E P
AR
EN
T(S
): T
his
notic
e is
to in
form
you
offi
cial
ly th
atyo
ur c
hild
has
bee
n su
spen
ded
from
sch
ool f
or th
e re
ason
(s)
expl
aine
d be
low
. Ple
ase
tele
phon
e th
e pr
inci
pal a
tto
arr
ange
a c
onfe
renc
e be
fore
the
stud
ent r
etur
ns to
sch
ool.
If yo
u be
lieve
the
prin
cipa
l has
exc
eede
d hi
s/he
rau
thor
ity a
s pr
ovid
ed in
G.S
. 115
C-3
91, y
ou a
nd/o
r yo
ur c
hild
may
appe
al th
e su
spen
sion
thro
ugh
the
Stu
dent
Grie
vanc
e P
roce
dure
(sc
hool
boa
rd P
olic
y 65
20) o
r D
ue P
roce
ss P
roce
dure
s (s
choo
l boa
rd P
olic
y 65
30)
as a
ppro
pria
te.
Stu
dent
's N
ame
Sch
ool
Sch
ool #
ID#
Dat
e of
Birt
hA
geG
rade
Par
ent's
/Gua
rdia
n's
Nam
eW
ork
Tel
epho
ne
Add
ress
Hom
e T
elep
hone
0 R
ecom
men
datio
n fo
r lo
ng-t
erm
"T
ype
of s
uspe
nsio
n:E
mer
genc
yS
hort
-Ter
mS
hort
-Ter
m w
ithC
I Rec
omm
enda
tion
for
365
days
"0
Rec
omm
enda
tion
for
expu
lsio
n"B
egin
ning
dat
e:N
umbe
r of
sch
ool d
ays
susp
ende
d on
this
occ
asio
n:
May
ret
urn
to s
choo
l on:
Num
ber
of d
ays
of s
uspe
nsio
n al
read
y se
rved
this
yea
r:If
long
-ter
m fo
r th
e re
mai
nder
of s
choo
l yea
r, 3
65 d
ays,
or
expu
lsio
n is
rec
omm
ende
d,a
copy
of t
he D
ue P
roce
ss P
roce
dure
s m
ust b
e en
clos
ed w
ith th
is n
otic
e. U
nles
sot
herw
ise
dete
rmin
ed b
y th
e su
perin
tend
ent,
a st
uden
t who
is g
iven
sho
rt-t
erm
with
reco
mm
enda
tion
for
long
-ter
m, 3
65 d
ays,
or
expu
lsio
n, s
hall
rem
ain
onsu
spen
sion
unt
il re
solu
tion
of a
ny r
eque
sted
app
eal.
Thi
s st
uden
t is
char
ged
with
vio
latin
g sc
hool
boa
rd P
olic
y (o
r P
olic
ies)
:on
(in
cide
nt's
dat
e)P
olic
y V
iola
tion
6429
.1,2
or
3: A
lcoh
ol 0
Dru
g 0
Oth
er 0
6429
.2 o
ffere
d A
CE
0 A
ccep
ted/
Den
ied
date
:0
FIN
D 0
Key
s to
Rec
over
y 0
Oth
erD
escr
ibe
the
natu
re o
f the
offe
nse(
mav
be
cont
inue
d on
add
ition
al p
aper
as n
eede
d):
PLE
AS
E B
E A
WA
RE
that
pur
suan
t to
Pol
icy
6440
: Any
stu
dent
und
er s
uspe
nsio
n fr
om s
choo
l is
tres
pass
ing
if he
/she
app
ears
on
the
prop
erty
of a
ny s
choo
l dur
ing
the
susp
ensi
on p
erio
d w
ithou
tth
e ex
pres
s pe
rmis
sion
of t
he p
rinci
pal.
Tre
spas
sers
may
be
pros
ecut
ed if
they
do
not l
eave
whe
nin
stru
cted
to d
o so
.F
OR
SP
EC
IAL
PR
OG
RA
MS
ST
UD
EN
TS
ON
LY:
Is th
is s
tude
nt c
urre
ntly
enr
olle
d in
a s
peci
al p
rogr
am?
yes
noE
xcep
tiona
lity:
Leve
l of S
ervi
ce:
If th
is s
uspe
nsio
n is
a r
ecur
ring
shor
t-te
rm o
r a
reco
mm
enda
tion
for
a lo
ng-t
erm
sus
pens
ion,
plea
se fo
rwar
d a
copy
of t
he r
esul
ts o
f the
Mul
tidis
cipl
inar
y T
eam
mee
ting
whi
ch w
ill m
eet/h
asm
et o
n(d
ate)
to (
1) th
e st
uden
t due
pro
cess
offi
cer
and
to (
2) s
peci
al p
rogr
ams'
lead
spe
cial
ist f
or c
ompl
ianc
eC
AU
SA
LIT
Y()
NO
CA
US
ALI
TY
CI
TE
NT
H D
AY
LO
NG
-TE
RM
:N
OT
E: P
rinci
pal s
houl
d si
gn a
ll re
com
men
datio
ns fo
r lo
ng-t
erm
, 365
-day
sus
pens
ions
and
exp
ulsi
ons.
Sig
natu
re o
f Prin
cipa
l or
Des
igne
eD
ate
On
the
fist d
ay o
f sus
pens
ion,
the
prin
cipa
l will
:
(1)
com
plet
e th
is r
epor
t Inc
ludi
ng th
e S
DP
I-re
quire
d in
form
atio
n on
the
reve
rse
side
,(2
) se
nd T
HE
OR
IGIN
AL
of th
is r
epor
t WIT
H T
HE
RE
VE
RS
E S
IDE
CO
MP
LET
ED
to th
est
uden
t due
pro
cess
offi
cer,
(3)
reta
in o
ne c
opy
for
the
scho
ol fi
le, a
nd
(4)
mai
l or
give
a c
opy
of Ih
is s
ide
of th
e fo
rm to
the
stud
ent t
o ta
ke to
his
lher
par
ents
."
it a
reco
mm
enda
don
tor
tong
wre
n, 3
65 d
ays,
or
expu
lsio
n is
mad
e, th
is a
long
with
the
due
proc
ess
proc
edur
es b
roch
ure
mus
t be
mal
ted
to th
e pa
rent
s by
cer
tifie
d m
all,
retu
rn r
ecei
pt r
eque
sted
.F
OR
M 1
716
(Rev
ised
8/1
197)
5859
Attachment # 13
Wake County Public SchoolsLong Term Suspension Recommendations
q,Ign'!1,:iqui:,?,
-figplairg_._,ir-imi{.,:t,.,11 0tiff ri,,,,Q:7!.0)?..2flilnii6;k:OSLJUFF4J
. ,
03/18 98zq.,qa)141Rt,iiii
LD/ egu ar.IY)T61 Lc#:( . I t-(1:0)-w- it:_ 1- ,.N,I.(,,,I;;;:), ..ito(t Leiii(!::, ,
ast Wa 1 6420. 03 05/98 Mk] 0 /0' 111 pag Gamer 10 6000.0 03/05/98 13 03/18/98
0 ,_6429.26429.2 co o 03/05/98 13 03/18/98 3 1/98 phel
_ILTilailaM'out ea 6429. Drugs 03/05/98 33 04/07 98 3/12/98 phel
arrol 08 , 0 /05 9 03 80 , Wake F 6429.2 Alcoho 03/05/98 13 03/18/98
...:514 GILC Carroll 08 64 5.2 03/05/98 13 03/18/98 3/16/98 Upheld
..j 0 , TT 6429.2 co of 03/05/98 13 03/18/98
,lizyiglaw 0 6420. 03 05/98 4 03/ 9/98 B H/Separate 03/06/98 No ausa ityLjing , out ea 'rugs s 15 9 4 s9
0 , outhea 6429.2 Drugs 03/05/98 34 04 09 9
1 0x.4
, 6429.2 Co o 03 05/98 13 03/ 8 98" 04.1
, Southea 6429.1 Drugs 03/05/98 34 04/09 98
'1 0 , Southea 6429.2 Drugs 03/05/98 34 04/09/98
0 , OM 6429.2 Drugs 03 04/98 13 03/17/98
643122=309028 Gamer 09
6000.0 03/04/98 13 03/17 98
6000. 03/04/98 3 03 7/98099 MAT Fuquay- 09 6400.1 03/04/98 13 03/17/98
0 , Southea 6429.2 Drugs 03/04/98 35 04/08/98
, Southea 6429.3 Drugs 03/04/98 35 04/08/98Jai , out ea 6429. Drugs 03/04 98 35 04 08 98Jagaiiii=0:alliMai eesvi e
64 9. rugs 03/03 98 3 03 6 98 G/Language s
6429. lugs 03 03 98 3 03 6 98402 Bill/ n oe I 09 ago 3/03 98 9 03 1 98 P Separate 03 04 98
0 , ebulon 6450. 03/03 98 03 60 , North 6425.3 03/02/98 4 03/06 98 03/05/98 Causality
192 MCC Carroll 07 6425.2 03/02/98 11 03/13/98 3/16/98 Upheld
0 , West Ca 6425.2 03/02/98 11 03/13/98 3/10/98 Upheld7 0 5 Camage 07 6420.1 03/02/98 11 03/13/98 3 12/98 I phe
60
Page Number: 1 Printed On: 04-08-1998
Atta
chm
ent #
14
Wak
e C
ount
y P
ublic
Sch
ools
Sus
pens
ion
His
tory
for
6430
.0
6400
.1
TO
BA
CC
O
AD
MIN
IST
RA
TO
RS
DIR
EC
TIO
NS
LID
MIN
IE31
:71.
1101
:1-1
CIN
*IIM
E:1
1
flial
IZIE
MP
Alif
I={4
1111
1111
*1 1
11.4
1.11
FilI
ZIF
:titIl
itela
lo11
11*8
11C
CR
il
VoI
M11
16,1
111'
7111
101:
1161
1:10
MC
CZ
E1
39
02/2
4/98
01/1
5/98
09
98
02/2
7/98
01/2
0/98
ort-
erm
Sho
rt-T
erm
Sho
rt-T
erm
ro
Bro
Bro
0 03
97
6430
.0
6410
.1
6410
.0
TO
BA
CC
O
DR
ES
S
SE
LF-D
ISC
IPLI
NE
09 0
4 97
05/1
9/97
05/0
6/97
03/2
0/97
09 0
5 97
tO
Car
r
Car
r
Car
r
6410
.0S
ELF
-DIS
CIP
LIN
E10
/09/
96
6428
.0
6410
.0
TH
EF
T O
R P
RO
PE
RT
Y D
AM
AG
E
SE
LF-D
ISC
IPLI
NE
2 14
96
12/2
0/95
03/2
2/95
arr
Car
r
arr
Car
r
Ligo
6400
.0 S
TU
DE
NT
BE
HA
VIO
R12
/14/
94
'640
0.1
AD
MIN
IST
RA
TO
RS
DIR
EC
TIO
NS
11/
15/9
4Li
go
Ligo
62
Prin
ted
On:
04-
08-1
998
KE
Y
63
U.S. Department of EducationOffice of Educational Research and Improvement (0ERO
National Library of Education (NLE)Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE
I. DOCUMENT IDENTIFICATION:-1-,el pTitle:
-e-hda. tr-C,
(Specific Document)
s(),(9162-1
RIC
C Id's
Author s : ee-viA Gi II eta IDi U am Ca rr Suset-
Corporate Source:
(i0G-ke- eixoti-y Rtio I Sc 1,100 Iseit3ic V i5feryk
Colgs(A.i-h%45
()ram 13Iackati, PA& k 14(1Publication ea e.
kilo-U.4;44U
II. REPRODUCTION RELEASE:
In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in themonthly abstract Journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, ifreproduction release is granted, one of the following notices is affixed to the document.
If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottomof the page.
The sample sticker shown below will beaffixed to all Level 1 documents
1
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
\e
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Level 1
Check here for Level 1 release, permitting reproductionand dissemination in miaofiche or other ERIC archival
media (e.g., electronic) and paper copy.
Signhere,4please
The sample sticker shown below will beaffixed to all Level 2A documents
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN
MICROFICHE, AND IN ELECTRONIC MEDIAFOR ERIC COLLECTION SUBSCRIBERS ONLY,
HAS BEEN GRANTED BY
2A
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Level 2A
Check here for Level 2A release, permitting reproductionand dissemination In microfiche and In electronic media
for ERIC archival collection subsalbers only
The sample sticker shown below will beaffixed to all Level 2B documents
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN
MICROFICHE ONLY HAS BEEN GRANTED BY
2B
,(6
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Level 2B
Cheek here for Level 2B release, permittingreproduction and dissemination in microfiche only
Documents will be processed as Indicated provided reproduction quality permits.If permission to reproduce Is granted, but no box Is checked, documents will be processed at Level 1.
I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this documentas indicated above. Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees and its systemcontractors requires permission from the copyright holder. Exception Is made for non-profit reproduction by libraries and other service agenciesto satisfy information needs of educators in response to discrete inquiries.
sigutum /(14 hueci4,14°rganizah"Address 140,-ke CO PCt/1 it Sat Do 15
36015 t ) 4.16z_ Fo r es+ RoadNo_ D-760
Printed Name/Position/Title:
Ked k Gil Id 6.410enit)( l'CirdbrFAX: CI qSSO I I
Telephone:9
E-Mallir-Adcdrb fletivOSPri'v5,Cer".
Date: if. 13 cy 8)
(over)
ERIC Clearinghouse on Assessment and Evaluation
March 20, 1998
Dear AERA Presenter,
University of Maryland1129 Shriver Laboratory
College Park, MD 20742-5701
Tel: (800) 464-3742(301) 405-7449
FAX: (301) [email protected]
http://ericae.net
Congratulations on being a presenter at AERA1. The ERIC Clearinghouse on Assessment and Evaluationinvites you to contribute to the ERIC database by providing us with a printed copy of your presentation.
Abstracts of papers accepted by ERIC appear in Resources in Education (RIE) and are announced to over5,000 organizations. The inclusion of your work makes it readily available to other researchers, provides apermanent archive, and enhances the quality of RIE. Abstracts of your contribution will be accessiblethrough the printed and electronic versions of RIE. The paper will be available through the microfichecollections that are housed at libraries around the world and through the ERIC Document ReproductionService.
We are gathering all the papers from the AERA Conference. We will route your paper to the appropriateclearinghouse. You will be notified if your paper meets ERIC's criteria for inclusion in RIE: contributionto education, timeliness, relevance, methodology, effectiveness of presentation, and reproduction quality.You can track our processing of your paper at http://ericae.net.
Please sign the Reproduction Release Form on the back of this letter and include it with two copies of yourpaper. The Release Form gives ERIC permission to make and distribute copies of your paper. It does notpreclude you from publishing your work. You can drop off the copies of your paper and ReproductionRelease Form at the ERIC booth (424) or mail to our attention at the address below. Please feel free tocopy the form for future or additional submissions.
Mail to: AERA 1998/ERIC AcquisitionsUniversity of Maryland1129 Shriver LaboratoryCollege Park, MD 20742
This year ERIC/AE is making a Searchable Conference Program available on the AERA web page(http://aera.net). Check it out!
Sincerely,
Lawrence M. Rudner, Ph.D.Director, ERIC/AE
`If you are an AERA chair or discussant, please save this form for future use.
C UA
The Catholic University of America