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Transcript of Welcome Saturday Cafe Glad YOU Are Here! Please sit anywhere in the circle.
Welcome Saturday Cafe
Glad YOU Are Here!
Please sit anywhere in the circle
More Alike Than Different
More Alike Than Different
More Alike Than Different• Get out your phone• Stand up• Find a person you do not know• One partner find a picture on phone• The other partner will try to match. Keep
looking for pictures until you find a match• Share about your photos• When instructed, find a new partner
Essential Question:
Do engagement strategies and high academic rigor help cultivate positive
behavior outcomes in the classroom/school or do high positive
behavioral supports allow for engagement and high academic
rigor?
Learning Intentions:• Understanding of WCSD Behavior
Data: trends, outcomes and disproportionality
• Reflections on current practices and its impact on student success and engagement
Think n’ ShareWCSD current behavior data
• What do you know for sure?• What do you think you know?• What have you heard?
2013-2014 WCSD Discipline per 100 Students
14 144
15
36
12 13 15 13
29
12
30
5
46 48
18
50
105
42 44
57
41
85
34
84
14
Overall AmericanIndian
Asian Hispanic AfricanAmerican
White Multiracial PacificIslander
FRL IEP LEP CIT GT
Suspensions Major Discipline
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3% 2%
45%
7%
39%
4%1%
23%
15%
65%
2% 2%
45%
5%
40%
4%1%
22%
12%
57%
2% 2%
43%
6%
41%
5%1%
24%
13%
46%
WCSD Suspension Proportionality(Students receiving one or more in/out of school
suspensions)2011-2012 2012-2013 2013-2014 % District Population that group makes up
American Asian Hispanic African White Multiracial Pacific IEP LEP FRL Indian American Islander(N =
81)
(N = 83)
(N = 1892) (N =
264)
(N = 1845) (N = 229) (N =
54)
(N = 1059)
(N = 559)
(N = 2026)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
64%
1% 2%
26%
3%
29%
3% 1%
14%7%
27%
36%
1% 1%
15%
1%
16%
2% 0%5% 3%
15%
WCSD Gender Major Discipline Proportionality(Students receiving one or more major discipline
events logged in 2013-2014)Male Female % District Population That Group Makes Up
All Students American Asian Hispanic African White Multiracial Pacific IEP LEP FRL Indian American IslanderMale N Size 6571 108 166 2638 297 2945 339 78 2740 1446 749
Female N Size 3746 67 86 1567 153 1624 201 48 1534 532 347
For every 100 Female students who would (propor-tionally) be involved in a major discipline event, there are 75 who are For every 100 Male students who would (proportion-ally) be involved in a major discipline event, there are 137 who are
For every 100 Female IEP students who would (pro-portionally) be involved in a major discipline event, there are 80 who are For very 100 Male IEP students who would (propor-tionally) be involved in a major discipline event, there are 156 who are
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
71%
1% 2%
29%
4%
31%
4%1%
19%
9%
32%29%
1% 0%
13%
2%
11%
2% 0%5% 4%
14%
WCSD Gender Suspension Proportionality(Students receiving one or more in/out of school
suspensions)Male Female % District Population That Group Makes Up
All Students American Asian Hispanic African White Multiracial Pacific IEP LEP FRL Indian American IslanderMale N Size 3159 58 68 1302 178 1358 157 38 832 396 1412
Female N Size 1289 23 15 590 86 487 72 16 227 163 614
For every 100 Male students who would (propor-tionally) be suspended, there are 137 who are.
For every 100 Female Hispanic students who would (proportionally) be suspended, there are 60 who are. For every 100 Male FRL students who would
(proportionally) be suspended, there are 128 who are.For every 100 Female FRL students who would (proportionally) be suspended, there are 68 who are.
No Suspensions
One Suspension
More than One Suspension
Total
How do Suspensions Relate to CRT Reading Proficiency?
24765 427 1082 9578 502 11577 1345 25462 10
589 11 11 263 40 230 30 01058 23 25 466 50 422
12229 1437 26426412 461 1118 10307 592
68%
57%
79%
55% 54%
79% 78%
56%
44%
22%
56%
34%
44%
53% 53%50%
29%
18%
55%
24%
8%
37% 37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Suspensions One Suspension More Than One Suspension
No Suspensions
One Suspension
More than One Suspension
How do Suspensions Relate to CRT Math Proficiency?
25493 441 1118 9950 511 11842 1371 26062 11
637 10 12 283 43 251 33 01122 23 24 515 51 436
65%
53%
80%
53%
46%
75% 73%
54%
35%30%
38%
26%29%
46%
34% 36%
22%
10%
50%
15%
7%
30%27%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Suspensions One Suspension More Than One Suspension
No Suspensions
One Suspension
More than One Suspension
Total 26412 13668 3270 4489
How do Suspensions Relate to CRT Reading Proficiency?
991764214
589105824765
1722162882
436707
12525
68%
56%
23%30%
44%
36%
11% 12%
29%23%
12%7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School FRL IEP LEP
No Suspensions One Suspension More Than One Suspension
No Suspensions
One Suspension
More than One Suspension
Total
How do Suspensions Relate to CRT Math Proficiency?
25493
637 467 184 108
12915 2975 43211122 750 228 198
27252 14132 3387 4627
65%
53%
26%
37%35%29%
16%13%
22%19%
10%5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School FRL IEP LEP
No Suspensions One Suspension More Than One Suspension
No Events
One Event
More than One EventTotal
90 221446 31 27 642 68 584 861790 31 33 780 70 764
How does Major Discipline Relate to CRT Reading Proficiency?
23176 399 1058 8885 454 10881 1261 238
12229 1437 26026412 461 1118 10307 592
70%
58%
79%
56% 54%
80% 80%
56%
49%
29%
73%
38%
49%
61%
53%
36%35%
26%
52%
28%
21%
41%
49%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Events One Event More Than One Event
No Events
One Event
More than One EventTotal
93 221560 29 27 708 73 622 921889 35 34 838 69 798
How does Major Discipline Relate to CRT Math Proficiency?
23803 410 1093 9202 463 11109 1281 245
12529 1466 26727252 474 1154 10748 605
67%
55%
80%
55%
48%
77% 75%
55%
43%
29%
59%
33% 33%
54%
43%
32%
25%21%
33%
18%
11%
33% 34%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Events One Event More Than One Event
No Events
One Event
More than One EventTotal
How does Major Discipline Relate to CRT Reading Proficiency?
23803
1560 934 394 266
11855 2678 40361889 1184 315 325
27252 13973 3387 4627
67%
55%
80%
55%
43%
29%
59%
33%
25%21%
33%
18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School FRL IEP LEP
No Events One Event More Than One Event
No Suspensions
One Suspension
More than One Suspension
How do Suspensions Relate to Reading Growth?
19587 328 892 7526 360 9266 1040 17549 7
516 9 10 244 24 203 23 3925 19 25 417 44 364
5146
59
49 52 5248
55
42 41
54
43 43 41
61
36
65
37 35 3437
0
10
20
30
40
50
60
70
80
90
100
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Suspensions One Suspension More Than One Suspension
No Suspensions
One Suspension
More than One Suspension
Total 10082 1133 19021826 358 961 8661 441
How do Suspensions Relate to Math Growth?
20275 331 926 7932 371 9479 1057 17950 8
557 8 11 259 26 224 26 3994 19 24 470 44 379
54
46
63
4953
57 56 54
40
29
60
36
46 46 48
36
43
32
44 42
31
0
10
20
30
40
50
60
70
80
90
100
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Suspensions One Suspension More Than One Suspension
No Suspensions
One Suspension
More than One Suspension
Total 21028 10369 2562 2970
How do Suspensions Relate to Reading Growth?
961522722
1511832228
6049385
516925
19587
380
51 49 47 48
40 40 413736 34 36 38
0
10
20
30
40
50
60
70
80
90
100
School FRL IEP LEP
No Suspensions One Suspension More Than One Suspension
No Suspensions
One Suspension
More than One Suspension
Total 21826 10887 2662 3141
How do Suspensions Relate to Math Growth?
20275
557 407 162 103
9826 2306 2863994 654 194 175
51 49 5047
4037
44
3536 3538 36
0
10
20
30
40
50
60
70
80
90
100
School FRL IEP LEP
No Suspensions One Suspension More Than One Suspension
No Events
One Event
More than One Event
Total 9833 1112 18521028 356 927 8187 428
How do Discipline Relate to Reading Growth?
18262 301 872 6946 327 8679 972 16573 14
1255 26 25 581 47 503 67 61511 29 30 660 54 651
5146
59
50 52 5248
57
45
25
61
4642.5 43
62
3938 39
56
39
3235
45
0
10
20
30
40
50
60
70
80
90
100
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Events One Event More than One Event
How does Discipline Relate to Reading Growth?
No Events
One Event
More than One Event
Total 10082 1133 19021826 358 961 8661 441
How does Discipline Relate to Math Growth?
18850 301 905 7299 338 8854 983 17077 14
1364 24 25 643 51 542 73 61612 33 31 719 52 686
55
48
63
49 5258 56 55
4642
55
41
58
48 4943
38
26
55
34
44 43 41
0
10
20
30
40
50
60
70
80
90
100
School Am Ind Asian Hispanic AfricanAmerican
White Multiracial Pacific
No Events One Event More than One Event
No Events
One Event
More than One Event
Total 21028 10369 2562 2970
How do Discipline Relate to Reading Growth?
18262
1255 878 327 216
8581 1991 25211511 910 244 233
51 49 47 4945 45 45 44
38 36 37 39
0
10
20
30
40
50
60
70
80
90
100
School FRL IEP LEP
No Events One Event More than One Event
How does Discipline Relate to Reading Growth?
No Events
One Event
More than One Event
Total 21826 10887 2662 3141
How does Discipline Relate to Math Growth?
18850
1364 949 342 245
8950 2055 26381612 988 265 258
5550 51
474744 45
4238 37
4136
0
10
20
30
40
50
60
70
80
90
100
School FRL IEP LEP
No Events One Event More than One Event
No Suspensions
One Suspension
More than One Suspension
Total
Suspensions and Graduation Status
560124403204
Off Track On Track
4337 13300220573640
80%
53%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
On Track To Graduate
No Suspensions One Suspension More than One Suspension
Optimistic ClosingBased on today’s information….– What are you currently doing within your school
level to address these trends?– What are you currently doing within your
individual level to address these trends?– What is the best thing you’ve heard/learned
today?