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


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%




No Suspensions

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


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 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%



No Events One Event More Than One Event

No Events

One Event


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%




No Events

One Event


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 Suspensions

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




No Suspensions

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




No Suspensions

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


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 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



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




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


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 Suspensions

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?

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