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CULTURAL COMPETENCE CONTENT OUTLINE

Maria Flores ‐ Director, Title II, Part ! & Special Programs

The Office of Superintendent of Public Instruction

ESSB 6002 Section 501(x)

CULTURAL COMPETENCE CONTENT OUTLINE:

• Included as a budget proviso in the 2014 Supplemental Budget

• $49,000 of the 2015 General Fund allotted

To develop a content outline for professional development and training in cultural competence for school staff, which educational service districts and school districts are encouraged to use.

http://apps.leg.wa.gov/documents/billdocs/2013-14/Pdf/Bills/Session Laws/Senate/6002-S.SL.pdf

ESSB 6002 Section 501(x)

CULTURAL COMPETENCE CONTENT OUTLINE:

• The Office of Superintendent of Public Instruction (Special Programs) will work in collaboration with:

•The Educational Opportunity Gap Oversight and Accountability Committee (EOGOAC)

•The Professional Educator Standards Board (PESB)

•Colleges of Education

•Representatives from Diverse Communities

•Community-Based Organizations


ESSB 6002 Section 511 (16)

TEACHER/PRINCIPAL EVALUATION PROGRAM:

• TPEP received $10,000,000 (2014-15 General Fund) for training.

• Additional $27,000 of 2015 General Fund for:

OSPI to include foundational elements of cultural competence that are aligned with the standards developed by PESB within the content of the training.


2009 Cultural Competency Workgroup RCW 28A.410.260

1) PESB in consultation and collaboration with the EOGOAC shall identify a list of model standards for cultural competency and make recommendations to the education committees of the legislature on the strengths and weaknesses of those standards.

2) For the purposes of this section, "cultural competency" includes knowledge of: • student cultural histories and contexts

• family norms and values in different cultures

• knowledge and skills in accessing community resources and community and parent outreach

• skills in adapting instruction to students' experiences and identifying cultural contexts for individual students

http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.410.260

PESB Performance Standards RCW 28A.410.270

1) By January 1, 2010, the professional educator standards board shall adopt a set of articulated teacher knowledge, skill, and performance standards for effective teaching that are evidence-based, measurable, meaningful, and documented in high quality research as being associated with improved student learning. The standards shall be calibrated for each level of certification and along the entire career continuum. In developing the standards, the board shall, to the extent possible, incorporate standards for cultural competency along the entire continuum.

Standard V

http://program.pesb.wa.gov/program-review/standards/standard-5

•The components were integrated in Standard V as part of the preparation for all Residency Certification candidates.

•Teacher candidates in Washington teacher preparation programs are now required to take coursework related to the cultural competence components as part of Standard V.



Cultural Competency Components Component 1.0 Professional Ethics within a Global and Multicultural Society Description of Practice: Ethical and moral concepts and practices that undergird Equity, Civil Rights and Cultural Competence for education professionals and systems.

Component 2.0 Civil Rights and Nondiscrimination Law Description of Practice: An understanding of State and Federal Civil Rights and Non-discrimination laws.

Component 3.0 Reflective Practice, Self Awareness & Anti-Bias Description of Practice: !wareness of one’s own cultural background and how it influences perception, values and practices. Understanding of structural benefits and privileges and how they mold educational practices and organizations. Ability to find and use tools, processes and programs that promote professional & organizational self examination and assessment in order to mitigate behaviors and practices (e.g.: racism, sexism, homophobia, unearned-privilege, euro-centrism, etc) that undermine inclusion, equity and Cultural Competence in education.

Component 4.0 Repertoires of Practice for Teaching Effectiveness for Culturally Diverse Populations Description of Practice: An understanding of the broad range of experiences and groups that students bring to the classroom and how those experiences impact learning. The ability of individuals and systems to work effectively with students and the communities they are from.

DATES TASKS

July 2014 - December 2014

Review the work of the Cultural Competence work group convened by PESB, Standard V of the PESB standards and the TPEP models to

draft content strands for outline.

January 2015 – February 2015

Research relevant content for each strand identified; complete literature review.

March 2015 – April 2015 Write annotated content outline, w/attached websites/articles for each content area strand. Write crosswalk between content outline

and the teacher models (Danielson, Marzano, CEL 3D) and AWSP principal model for TPEP.

May 2015

Final editing and organization of the outline for website. Meet with communications team.

Public release of the Cultural Competence Outline.

June 2015

Review of Prepare web content and crosswalk Public release of Cultural existing CC between content outline and Competence Content standards teacher/principal models Outline

Content Research and Final editing and Literature Review Communications

review

December 2014

January 2015

February 2015

March 2015

April 2015 June 2015

May 2015

2014-15 Work Plan

Resources

•Professional Educator Standards Board. (2009). Preparing teachers for schools as they are: Recommendations for cultural competence for all teachers in Washington State. Retrieved from: http://www.pesb.wa.gov/publications/reports

•Professional Educator Standards Board. (2011). Standard 5 – knowledge and skills. Retrieved from: http://program.pesb.wa.gov/program-review/standards/standard-5

•Washington State Legislature. (2009). RCW 28A.410.260. Washington professional educator standards board — Model standards for cultural competency — Recommendations. Retrieved from: http://apps.leg.wa.gov/RCW/default.aspx?cite=28 A.410.260

•Washington State Legislature. (2009). RCW 28A.410.270. Washington professional educator standards board — Performance standards — Certification levels —Teacher effectiveness evaluations — Update — Proposal — Recommendation — Requirements for professional certificate and residency teaching certificate. Retrieved from: http://apps.leg.wa.gov/RCW/default.aspx?cite=28 A.410.270

•Washington State Legislature. (2014). ESSB 6002 – 2013-14. Making 2014 supplemental operating appropriations. Retrieved from: http://apps.leg.wa.gov/documents/billdocs/2013-14/Pdf/Bills/Session%20Laws/Senate/6002-S.SL.pdf

http://www.pesb.wa.gov/publications/reports





OSPI Special Programs Contacts:

Maria Flores, [email protected] (360) 725-6359

Megan Eliasson, [email protected] (360) 725-6374

Jenny Plaja, [email protected] (360) 725-6504

mailto:[email protected]



Student Discipline Task Force OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

DECEMBER 6, 2016

1

Chapter 392-400 WAC Rulemaking Tentative: Nov. 2016– Apr. 2017

Student Discipline Task Force Oct. 2016–Dec. 2016

CEDARS Data Manual Changes Current–Feb. 2017

Proposed Rules Public Hearing Final Rules Published Tentative: Feb. 2017 Tentative: Apr. 2017

Discipline Training Modules Tentative: Mar. 2017–Jun. 2017

WSSDA Model Discipline Policies Update to Follow Adoption of Final Rules

Dec. 2016

Oct Nov Dec Jan Feb Mar Apr

OSPI Work Plan

Purpose and Scope • Gather input from Task Force members regarding the revision of student discipline rules in Chapter 392-400 WAC

• Review and recommend data definition and collection standards related to Part I of 4SHB 1541 (Disproportionality in Student Discipline)

3

Group Norms •Share openly at meetings •No side talking

•Speak your truth •Avoid using acronyms

•Be courageous •Clear purpose

•Assume positive intent •Clear decision making

•Leave your presumptions •Do homework and tasks

•Share air time

4

Voting Protocol

•Make significant effort toward consensus

•If unanimous consensus cannot be reached, members will vote

5

Discipline Definitions: Discipline Task Force Survey Results

Joshua Lynch, Program Supervisor, Discipline & Behavior

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

1Discipline Task Force December 6, 2016

• Corrective Action

• Discipline

• Suspension

• Alternative Actions/Alternatives to Suspension

• In-School Suspension

• Removal from Classroom

• Emergency Removal from Classroom

• Exceptional Misconduct

• Reengagement Plan

• Discretionary Discipline

• Length of an Academic Term

• Educational Services

Discipline Definitions Survey


Rating on a scale of 1—4 1 = Strongly Disagree (nothing should be changed/added) 2 = Disagree (changes/additions are not necessary) 3 = Agree (changes/additions are necessary) 4 = Strongly Agree (significant changes/additions are required)

Comment Box New language, suggested modifications, legal or practical considerations, and reasoning for proposed changes.

Discipline Definitions Survey


• Established RCWs.

• Provisions of 4SHB 1541.

• Every Student Succeeds Act (ESSA).

• Federal Guidance

Alignment Concerns


WAC 392-400-200 – Purpose and application. ΎΔΊ procedures and standards set forth in this chapter, and those adopted by a school district in conformance with this chapter, shall govern the imposition of corrective action (i.e., discipline, suspension, and expulsion) upon any student by a school district and its agentsΈΏ

RCW 28A.600.020 Ύ! principal shall consider imposing long-term suspension or expulsion as a sanction when deciding the appropriate disciplinary actionΉΏ Ύ!ΦϷ corrective action involving a suspension or expulsion from school for more than ten days must have an end date of not more than the length of an academic term, as defined by the school board, from the time of corrective actionΈΏ

RCW 28A.600.460 ΎDisciplinary action may include but is not limited to: Oral or written reprimands; written notification to parents of disruptive behavior, a copy of which must be provided to the principalΈΏ

Corrective Action


Corrective Action


• Differentiate between exclusionary practices and other actions?

• Include the use of best practices within the definition?

• DπϊΦϥπΊ ϊϱΦ ϊέΦπ ϊΊϊ μ ϊΜΦ ϊέ ΎέμμϊΏ behavior, interim measures that are taken in response to Ο ΎέμμϊϰΏ ϊϊΥιϊπ΅ Φ ϊέΦπ ϊΊϊ μ ΎΦέΦ-έμμϊϰΏ Φ ιιΟϊέΦͽ

Corrective Action


WAC 392-400-205 – Definitions Ύ"DπιΟΦ" shall mean all forms of corrective action other than emergency removal from a class, subject, or activity, suspension, or expulsion and shall include the exclusion of a student from a class by a teacher or administrator for a period of time not exceeding the balance of the immediate class period: Provided that the student is in the custody of a school district employee for the balance of such period. Discipline shall also mean the exclusion of a student from any other type of activity conducted by or on behalf of a school districtΈΏ

ESSB 5946 Part III – Student Discipline

4SHB 1541 Part I – Disproportionality in Student Discipline

Discipline


Discipline


• DΦ ΎπιΟΦΏ π ϊΊ έϰμμΊΦ ϊέμϷ ϊΊϊ includes all classroom and building responses to rule violations?

• !μππ ϊΊ ϥπ έ ΎιμέμππϰΏ πιΟΦͽ

• Align rules definition with common usage of the term?

Discipline


WAC 392-400-205 – Definitions Ύ"Suspension" shall mean a denial of attendance (other than for the balance of the immediate class period for "discipline" purposes) for any single subject or class, or for any full schedule of subjects or classes for a stated period of time. A suspension also may include a denial of admission to, or entry upon, real and personal property that is owned, leased, rented, or controlled by the school districtΈΏ

Suspension


Suspension


• Distinguish between in-school and out-of-school suspensions?

• Δ Μ μΦ ΟΦϊΊ έ ΎΟππ ιμέΏ – especially between elementary and secondary – into account?

• Address removals that are not formally imposed?

• Address removals that are for positive student supports?

• Distinguish between teacher removal and administrative denial of attendance?

Suspension


WAC 392-400-230 – Persons authorized to impose discipline, suspension, expulsion, or emergency removal upon students. ΎΉϊΊ teacher shall have first attempted one or more alternative forms of corrective actionΉΏ

WAC 392-400-420 – Reengagement meetings and plans. ΎΦ developing a reengagement plan, school districts should consider shortening the length of time that the student is suspended or expelled, other forms of corrective action, and supportive interventions that aid in the student's academic success and keep the student engaged and on track to graduateΈΏ

RCW 28A.600.410 ΎΎΊέέΟ districts are encouraged to find alternatives to suspension including reducing the length of a student's suspension conditioned by the commencement of counseling or other treatment servicesΈΏ

RCW 28A.600.015 ΎE϶ιϊ as provided in RCW 28A.600.420, school districts are not required to impose long-term suspension or expulsion for behavior that constitutes a violation or offense listed under subsection (6)(a) through (d) of this section and should first consider alternative actionsΈΏ

Alternative Actions


Alternative Actions


• Include language regarding best practices and research-based interventions?

• Mention specific types of student supports?

• How to define without being overly prescriptive?

Alternative Actions


2016-17 CEDARS Reporting Guidance ΎIn School Suspension. Instances in which a student is temporarily removed from his/her regular classroom(s) for disciplinary purposes but remains under the direct supervision of school personnel. This includes but is not limited to students who are receiving the services in their IEP, appropriately participate in the general curriculum, and participate with students without πΟϊπ ϊέ ϊΊ ϶ϊΦϊ ϊΊϷ ϱέϥΟ Ίϰ Φ ϊΊμ μϥΟμ ιΟΥΦϊΈ ΎDμϊ πϥιμϰπέΦΏ ΥΦπ πΊέέΟ ιμπέΦΦΟ μ ιΊϷπΟΟϷ Φ ϊΊ πΥ ΟέϊέΦ π πϊϥΦϊπ under their supervisionΈΏ

2015-16 Civil Rights Data Collection School Form ΎIn-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are ιΊϷπΟΟϷ Φ ϊΊ πΥ ΟέϊέΦ π πϊϥΦϊπ ϥΦμ ϊΊμ πϥιμϰπέΦΈΏ

In-School Suspension




• Clearly distinct from out-of-school suspension and alternatives to suspension?

• Clarify due process procedures?

• Set parameters on type of instructional activities?



WAC 392-400-230 – Persons authorized to impose discipline, suspension, expulsion, or emergency removal upon students. Ύ͵έϊϱϊΊπϊΦΦ any provision of this section to the contrary, each teacher is empowered to exclude any student who creates a disruption of the educational process in violation of the building disciplinary standards while under the teacher's immediate supervision from his or her individual classroom and instructional or activity area for all or any portion of the balance of the school day or until the principal or designee and teacher have conferred, whichever occurs μπϊΉΏ

RCW 28A.600.020 Ύ!ΦϷ student who creates a disruption of the educational process in violation of the building disciplinary standards while under a teacher's immediate supervision may be excluded by the teacher from his or her individual classroom and instructional or activity area for all or any portion of the balance of the school day, or up to the following two days, or until the principal or designee and teacher have conferred, whichever occurs firstΈΏ

Removal from Classroom




• Describe what supervision the student is to be given?

• Distinguish from in-school suspension?

• Clarify notice and due process procedures, specifically μμΦ ΎϊΊ έΟΟέϱΦ ϊϱέ ϷπΏ ιμέϰπέΦ Φ πϊϊϥϊͽ

• Family notice and involvement?



WAC 392-400-290 – Emergency removal from a class, subject, or activity. Ύ(1) ͵έϊϱϊΊπϊΦΦ any other provision of this chapter, a student may be removed immediately from a class, subject, or activity by a certificated teacher or an administrator and sent to the building principal or a designated school authority: Provided that the teacher or administrator has good and sufficient reason to believe that the student's presence poses an immediate and continuing danger to the student, other students, or school staff or an immediate and continuing threat of substantial disruption of the class, subject, activity, or educational process of the student's school. The removal from classes, subjects, or activities shall continue only until: (a) The danger or threat ceases; or (b) The principal or designated school authority acts to impose corrective action. (2) The principal or school authority shall meet with the student as soon as reasonably possible following the student's removal and take or initiate appropriate corrective action. In no case shall the student's opportunity for such meeting be delayed beyond the commencement of the school day following the student's emergency removal from a class, subject, or activity. Prior to or at the time any such student is returned to the class(es), subject(s), or activity(ies), the principal or school authority shall notify the teacher or administrator who removed the student therefrom of the action which has been taken or initiatedΈΏ

Emergency Removal


Emergency Removal


• Further define teach and principal responsibilities?

• Clarify notice and due process procedures, specifically regarding ΎϊΊ έΟΟέϱΦ ϊϱέ ϷπΏ ιμέϰπέΦ Φ πϊϊϥϊͽ

• Family notice and involvement?

Emergency Removal


WAC 392-400-245; 392-400-260 – Short-term [Long-term] suspension—Conditions and limitations. Ύ! school district may, however, elect to adopt rules providing for the immediate resort to short-term [long-term] suspension in cases involving exceptional misconduct as long as disciplinarians and hearing officers may grant exceptions in cases involving extenuating or exceptional circumstances, notwithstanding the fact prior alternative corrective action has not been imposed upon the student(s) involved. For the purpose of this rule, "exceptional misconduct" means misconduct other than absenteeism which a school district has judged, following consultation with an ad hoc citizens committee, to (a) be of such frequent occurrence, notwithstanding past attempts of district staff to control such misconduct through the use of other forms of corrective action, as to warrant an immediate resort to short-term suspension, or (b) be so serious in nature or so serious in terms of the disruptive effect upon the operation of the school(s) as to warrant an immediate resort to short-term [long-term] suspension. The ad hoc citizens committee required by this section shall be composed of three or more persons chosen by the school district or the administrative designee(s) of the district, and shall be constituted with the intent and purpose of representing various socioeconomic, minority and majority populations of the school district to the extent deemed practical.

Exceptional Misconduct




• Delete?

• Require districts to provide further clarification regarding types of conduct that may correspond with short-term suspension?

• Further encourage family, community, staff, and student involvement in defining how districts align certain behaviors with violations of codes of conduct?



WAC 392-400-205 – Definitions Ύ"ΊΦΥΦϊ meeting" shall mean a meeting held between the school district and the student and parent and/or guardian to discuss how to return a long-term suspended or expelled student to an education setting as soon as possible. "Reengagement plan" shall mean a written plan developed between a school district and a student and his/her parent or guardian designed to aid the student in taking the necessary steps to remedy the situation that led to the student's suspension or expulsion and return the student to the educational setting as soon as possible.

RCW 28A.600.022 ΎFΥΟπ must have access to, provide meaningful input on, and have the opportunity to participate in a culturally sensitive and culturally responsive reengagement planΈΏ

Reengagement Plan


Reengagement Plan


• Include explicit reference to language access?

• Distinguish between role of school building and district along with defining respective responsibilities?

• DΦ ΎϥΟϊϥμΟΟϷ πΦπϊϰ Φ ϥΟϊϥμΟΟϷ μπιέΦπϰΏͽ

• Include language about engaging families to determine what family members should participate and at what location on a mutually agreeable basis?

Reengagement Plan


WAC 392-400-205 – Definitions Ύ"DπμϊέΦμϷ discipline" shall mean a disciplinary action taken by a school district for student behavior that violates rules of student conduct adopted by a school district board of directors under RCW 28A.600.010 and 28A.600.015, but does not constitute action taken in response to any of the following: (a) A violation of RCW 28A.600.420; (b) An offense in RCW 13.04.155; (c) Two or more violations of RCW 9A.46.120, 9.41.280, 28A.600.455, 28A.635.020, or 28A.635.060 within a three-year period; or (d) Behavior that adversely impacts the health or safety of other students or educational staffΈΏ

RCW 28A.600.015 Ύ!π ϥπ Φ ϊΊπ Ίιϊμ "πμϊέΦμϷ πιΟΦ" ΥΦπΉΏ

Discretionary Discipline




• Further define or not?

• ΎιΟΟϷ Φ ΎΊϰέμ ϊΊϊ ϰμπΟϷ Υιϊπ ϊΊ ΊΟϊΊ έμ πϊϷ έ έϊΊμ πϊϥΦϊπ έμ ϥϊέΦΟ πϊ Ώ including distinguishing this provision from other behaviors that may result in emergency removal or immediate suspension?



WAC 392-400-205 – Definitions Ύ"έΦ-term suspension" shall mean a suspension that: (a) Exceeds ten school days and has an end date of not more than the length of an

academic term, as defined by the school board, from the time of corrective actionΆΏ

Ύ"Expulsion" shall mean a denial of attendance for a period of time up to, but not longer than, the length of an academic term, as defined by the school board, from the time a student is removed from his or her current school placement by a school district superintendent or a designee of the superintendentΈΏ

RCW 28A.600.020 Ύ!ΦϷ corrective action involving a suspension or expulsion from school for more than ten days must have an end date of not more than the length of an academic term, as defined by the school board, from the time of corrective actionΈΏ

Length of an Academic Term




• Outline considerations that districts should encourage school board members to factor into their definition?

• Leave any additional language to WSSDA model policy or other types of guidance?

• Include specific language about potential impact on student academic progress by trimester/semester?



WAC 392-400-235 – Discipline—Conditions and limitations. ΎΎΊέέΟ districts may not suspend the provision of educational services to a student as a disciplinary actionΈΏ

WAC 392-400-245 – Long-term suspension—Conditions and limitations. Ύ! student may be excluded from a particular classroom or instructional or activity area for the period of suspension, but the school district must provide an opportunity for a student to receive educational services during a period of suspension. Any student subject to a short-term suspension shall be provided the opportunity upon his or her return to make up assignments and tests missed by reason of the short-term suspension if: (a) Such assignments or tests have a substantial effect upon the student's semester or trimester grade or grades; or (b) Failure to complete such assignments or tests would preclude the student from receiving credit for the course or courses.

WAC 392-400-260 – Long-term suspension—Conditions and limitations. Ύ! student may be excluded from a particular classroom or instructional or activity area for the period of suspension, but the school district must provide an opportunity for a student to receive educational services during a period of suspension.

Educational Services


RCW 28A.600.015 Ύ(5) !ΦϷ ΥιέπϊέΦ έ πμϊέΦμϷ Φ ΦέΦπμϊέΦμϷ πιΟΦ π πϥΙϊ to the bar on suspending the provision of educational services pursuant to subsection (8) of this sectionΈΏ Ύ(8) School districts may not suspend the provision of educational services to a student as a disciplinary action. A student may be excluded from a particular classroom or instructional or activity area for the period of suspension or expulsion, but the school district must provide an opportunity for a student to receive educational services during a period of suspension or expulsionΈΏ

RCW 28A.600.020 Ύ͵έϊΊΦ in this section prevents a public school district, educational service district, the Washington state center for childhood deafness and hearing loss, or the state school for the blind if it has suspended or expelled a student from the student's regular school setting from providing educational services to the student in an alternative setting or modifying the suspension or expulsion on a case-by-case basis. An alternative setting should be comparable, equitable, and appropriate to the regular education services a student would have received without the exclusionary discipline. Example alternative settings include alternative high schools, one-on-one tutoring, and online learning.Ώ





• Outline tiered requirements for removals by increments of 1-3 days, 3-5 days, 5-10 days, and over 10 days?

• Require individual needs assessment to determine appropriate services and monitor progress?

• Define duties and responsibilities of district, school/teachers, student, and parent(s) or guardian(s).

• Outline minimum educational services requirements, including reference to existing courses of study in law?

• Include behavior/social-emotional services in content?



Joshua Lynch, Program Supervisor, Discipline & Behavior Email: [email protected] Phone: 360-725-4969

Contact Information



Documents

Student Discipline Task Force Materials 12/6/16 · 2019. 12. 16. · kooVS``S`X{pScXkX`e`TSc`_UcX_`XcUWXYUVikbbgX_iTU`Sol \ vXWp_c XWp_`XoSY_c_W_UcXcSSo`XWUXWk SXo_YYSVScaSX_cX`apUUbXbSfSb`X_cWUXkaaUecWlXmX