Archive for School Discipline
Thank you to everyone who attended LEV’s 7th Annual Parent & Community Training!
Here are presentations from the breakout workshops:
From the keynote panel on Education Advocacy for Black Students: “We’ve had the research that tells us how to engage students of color and help them succeed. We just need to put it into practice.”
A big hello dedicated readers, it’s that time again. On Sunday two teams will line up and go at it for a championship. Yes! It’s Puppy Bowl XIII!!! The annual festival of cuteness featuring puppies “playing football.” And as if your heart couldn’t take any more, not one single little drop, they’re all – ALL! – up for adoption. OMG Becky look at that pup! This year’s event will feature special needs puppies – quick, someone tell Betsy DeVos! – including the ironically named “Lucky,” who has three legs. So if you grow tired of Super Bowl ads, or looking at the Patriots Coach who shall not be named, you have alternatives.
And now, the news:
The aforementioned Secretary of Ed nominee, Betsy DeVos, lost two key republican votes this week when Senators Murkowski (AK) and Collins (ME) both announced they would vote against her confirmation – despite voting to pass the confirmation out of the Senate Committee on Health, Education, Labor and Pensions (HELP). Her support for vouchers and her lack of experience with public schools were of critical concern to both senators. She also displayed a surprising lack of knowledge about federal laws on special education. With Murkowski and Collins in the “no” column, the vote count currently stands at a tie – one that will undoubtedly be broken by Vice President Pence in what would be an unprecedented tie breaker for a cabinet position. It looks like the vote may take place on Monday.
Closer to home, both the House and Senate now have education proposals, as does Governor Inslee. You can find a comparison of the plans here. After a hearing on Monday, the Senate’s already voted theirs over to the House (albeit along party lines). The Senate’s plan that was made public just as we went to hit “send” last week includes changes to the way we budget money, based on students rather than staff, makes big changes to the levy system and tweaks the state’s accountability system.
The House proposal invests more resources in programs that provide supports and interventions for kids including the Learning Assistance Program (LAP), the Transitional Bilingual Instructional Program (TBIP), and Career and Technical Education (CTE). The House also picks up the cost for compensation – a requirement of the Supreme Court ruling – and invests money in professional development for our educational workforce. The funds would flow in a manner similar to how they flow now, without the same guidelines that Senate Republicans put forward in their bill.
Superintendent Reykdal did double duty, issuing a statement and making an appearance at the Senate hearing. You can find him at the 50-minute mark of the hearing. You can also find Superintendent Reykdal here, in Podcast form. And just because I know everybody loves a treasure hunt, you can find all the education bill news here, on our bill tracker.
Other Ed News:
Other news that made the news this week:
Well, kids, that’s it for this week. And heck, it should be more than enough to see you through. Next week we will see further action on the education plans introduced in both chambers, we’ll hear about the importance of fully funding the State Need Grant, and someone famous will undoubtedly show us their baby bump. Good times.
Have a great weekend! And as always, thanks for all you do for Washington’s kids.
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Parents, students, teachers, and community members can help shape the public education policy that will affect students for years to come.
The Office of Superintendent of Public Instruction (OSPI) has created a draft Consolidated Plan that outlines how the state intends to implement the federal Every Student Succeeds Act (ESSA). From now until mid-February 2017, OSPI is taking your comments on the Consolidated Plan. Submit your feedback HERE.
ESSA builds on key themes of the bill it replaces, the No Child Left Behind (NCLB) Act, while allowing states more say in how to address struggling schools. While NCLB brought focus to education gaps across the nation, the bill was punitive towards schools that weren’t succeeding. ESSA instead allows states to dictate what measures will be taken, working to improve schools by offering professional development opportunities, teacher recruitment and retention incentives, and more.
Sponsored by Senators Patty Murray (D-WA) and Lamar Alexander (R-TN), the U.S. Congress passed ESSA in December 2015. The bill will be implemented in America’s schools in the 2017–18 school year.
Learn more about the Consolidated Plan public comment period at www.k12.wa.us/essa.
The League of Education Voters interviewed both candidates for Washington state Superintendent of Public Instruction (OSPI).
Note: The League of Education Voters did not promote or endorse either candidate.
At the League of Education Voters (LEV), we recognize all of the hard work that you do toward improving public education across Washington state. We are pleased to announce our Activist of the Month for September: Felix Vargas.
Retired Colonel Felix Vargas of Pasco, Washington, has taken on the charge of helping the League of Education Voters understand the Every Student Succeeds Act (ESSA) at a local level so that we can ensure that children who need additional support are not denied tutoring services promised by the federal government. Col. Vargas advocates with the Office of the Superintendent of Public Instruction (OSPI), and speaks regularly with Senator Patty Murray’s representatives and the local Pasco School District, which has not yet provided in writing the district’s plans for tutoring services.
About a year ago, Col. Vargas met LEV Community Organizer Ruvine Jiménez at a Pasco Citizens for Better Schools forum to support a school levy and he now meets with Ruvine at least once a week. He has since invited Ruvine to participate in two meetings with Congressman Dan Newhouse. These sessions have provided an opportunity to explain to the Congressman why it is important to maintain ESSA funding for the Tri-Cities region. Col. Vargas is working on what ESSA means for the community, such as adding resources for early learning programs like a pre-K learning center, and looking at how schools provide information and how they are evaluated.
Thanks to his work, the Tri-Cities community now has access to senior levels of leadership in government and education. Deputy State Superintendent Gil Mendoza has recently spoken on two occasions to the community on ESSA. Col. Vargas participated in an OSPI candidate forum in July and is helping to organize another similar forum this fall.
Col. Vargas also meets with a Latino parents’ group monthly to discuss why students are under-performing. He explains, “Beyond the obvious factors of language, culture and socioeconomic standing, we believe that the quality of instruction and teaching credentials have to be assessed and weighed as well. Our parents want a 360-degree review.” He listens closely to what the Latino parents say, and then holds quarterly meeting with the Pasco School District’s Parents Advisory Committee.
Col. Vargas is not shy about talking to anyone. He held concurrent careers in the U.S. Government as a military and civilian officer. He served as a Foreign Service officer with the U.S. State Department and as a U.S. Army Reserve officer. Col. Vargas served two tours of duty as an Army Ranger and Special Forces officer in Vietnam. After retiring from the U.S. government, he entered the corporate world, serving as manager of sales and marketing for an American helicopter company in Mexico City, where he sold helicopters to the Mexican government and the private sector.
From 2006 – 2010, Col. Vargas returned to Washington, DC, to champion education and training opportunities for the newest generation of U.S. military veterans returning from wars in the Middle East. He received a White House appointment as member, then chairman, of the U.S. Advisory Committee for Veterans Business Affairs during this time. In April 2010, he accepted an assignment to work with U.S. and international agencies assisting Haiti following the catastrophic earthquake in January 2010. Col. Vargas lived in Haiti for a year.
In 2012, he returned to his hometown of Pasco, Washington, where his focus now is on his community in the Tri-Cities. He hit the ground running, forming the Consejo Latino (Latino Council) to serve as a discussion group on issues of interest to a diverse and dynamic Hispanic community, getting involved in community policing and economic development of Latino businesses.
Two years ago, Col. Vargas added advocacy for voters’ rights, rights for injured agricultural workers, and education. He started reading and learning about the local education landscape. He recalls, “I was surprised to find out that two of our elementary schools have 98 percent Latino students, and the schools overall are 70 percent Latino in the Pasco district. Times sure have changed.” Col. Vargas was the only Latino in his high school graduating class, and the only other Latino(a) in the school at the time was his younger sister.
Education has now become a core issue for Col. Vargas. He recently met with the superintendent of Educational Service District 123 in Pasco to discuss developments and approach in such areas as early learning and bilingual education. He always expects and looks forward to civil and productive conversation. He says, “I will continue to collaborate with community providers and other partners at the State and Federal levels to seek solutions to the many challenges of education for all students. Let’s keep up the drumbeat.”
During the 2016 session, the Washington legislature passed Opportunity Gap House Bill 1541, which includes significant changes to student discipline laws.
These changes also affect the rules for student discipline (Chapter 392-400 WAC) and student enrollment reporting for state funding (WAC 392-121-108) during the period of suspension and expulsion. The Washington Office of the Superintendent of Public Instruction (OSPI) will align the rules with this new law before the upcoming school year. OSPI will provide further clarification through additional rulemaking during the 2016–17 school year.
Below is summary of changes effective June 9 that impact the 2016–17 school year. For more information, see OSPI Bulletin No. 024-16.
Limitations on Long-Term Suspensions and Expulsions
A long-term suspension or expulsion must not exceed the length of an academic term, as defined by the school board, from the time of the disciplinary action. This shortens the maximum length of a suspension or expulsion from the prior limitation of one calendar year.
School districts must not use long-term suspension or expulsion as a form of discretionary discipline. “Discretionary discipline” is a disciplinary action taken by a district for student behavior that violates the rules of student conduct, except for actions taken in response to:
Except for in response to the above, school districts may no longer use long-term suspension or expulsion. Even for any of the violations above, districts should consider alternative actions before using long-term suspension or expulsion, except for violation of the prohibition against firearms on school premises.
Possession of a telecommunication device and violation of dress and grooming codes are removed from the list of discretionary violations that, if performed two or more times within a three-year period, may result in long-term suspension or expulsion.
Requirement to Provide Educational Services
School districts may not suspend the provision of educational services as a disciplinary action, whether discretionary or nondiscretionary.
While students may be excluded from classrooms and other instructional or activity areas for the period of suspension or expulsion, districts must provide students with an opportunity to receive educational services during that time.
If educational services are provided in an alternative setting, the alternative setting should be comparable, equitable, and appropriate to the regular education services a student would have received without the exclusionary discipline.
Reengagement Plan and Meeting
School districts must convene a reengagement meeting with the student and family when a long-term suspension or expulsion is imposed.
Families must have access to, provide meaningful input on, and have the opportunity to participate in a culturally sensitive and culturally responsive reengagement plan.
Policies and Procedures
School districts must:
Questions? Contact OSPI:
For questions about student discipline, alternatives to suspension, and reengagement meetings:
Joshua Lynch, Program Supervisor | Student Discipline and Behavior
For questions about Alternative Learning Experience (ALE) and online learning:
Lillian Hunter, Director | Digital Learning Department
For questions about student enrollment reporting for state funding:
Becky McLean, Supervisor | Enrollment Reporting and Categorical Funding
Thanks to the passage of HB 1541, students will no longer be suspended or expelled for discretionary offenses, and better statewide data on student demographics will ensure that the system is working to keep all students on track and in school. All students suspended or expelled will receive educational services and school staff will be provided with new trainings that are sensitive to culture and positively support all students’ growth.
By Jene Jones, Government Relations
Great things happened in Olympia for kids this year. Monumental things. And I’m going to celebrate here. So if you want to fill up your emotional bucket with some extra happy today, read on.
After unprecedented funding investments in schools last session, and new money pre-spent before legislators arrived this session in Olympia on necessary emergencies such as wildfires and unexpected prescription drug costs for WA residents, “manage your expectations” was the refrain to all advocates.
We didn’t. And our kids were prioritized. I’ll provide proof. In case this is as much extra ‘happy’ as you need today and you don’t need details before moving on, I am going to say thank you first. Thank you to the hard working legislators who balance the weight of so many issues – present & future. Thank you to the community members who told stories of their kids and talked about their dreams in Olympia. Thank you for listening, acting, and collaborating. Tim McGraw sings “always stay humble and kind.” I witnessed a lot of humanity this year in the halls and offices of the Capitol. This is the result:
For our littlest learners, additional money was invested in family child care providers so that the teachers can improve the quality of facilities and curriculum offered our precious preschoolers, thus assuring they are ready to thrive in kindergarten.
For our K-12 kids, we now have money to make sure we will no longer be suspending or expelling students for discretionary offenses, and will have better statewide data on demographics of kids to make sure the system is working to keep all students on-track and in school. This will happen in part through new discipline frameworks and trainings which are being developed sensitive to culture and positively supporting all students’ growth. Social Emotional Learning is a proactive way to reduce stress and behaviors associated with it, leaving teachers more time to teach, and students more time to learn. Pilots are being tracked statewide.
In addition, policy was passed aimed at providing in-school support for foster youth, including better information sharing with schools and more adult support to help students navigate frequent changes in school buildings. Our homeless student population is getting increased identification for schools, which will help with in-school support for learning and community partnerships for family housing stability. The early data from Tacoma housing/school partnerships shows fantastic academic gains for these students as well as an increased percentage of family member employment. Grants for 15 school districts are now available.
In the individualizing learning and choice bucket, we also re-approved (3rd time) charter schools. Charters are one piece of the puzzle of allowing innovation and flexibility to schools so that kids’ needs and academic growth stay at the center of the conversation. These non-profit public WA charter schools are operating under the top 5 most rigorous state accountability laws in the US.
Finally, and for the first time, near vision screenings will be offered when distance vision is tested in elementary and middle schools statewide. Seeing the numbers and letters on a page correctly dramatically increases academic potential. Duh. This was 17 years in the making, and the victory for kids happened this year.
In higher education, a new college savings plan for families passed as an alternative and addition to the GET program. Another law now assures that higher education students who have learning accommodations will no longer have to wait up to 6 months for those accommodations to start, which provides every student what they need to be successful right away. Yes!
Additionally, more money was allocated to get the students in teacher prep programs scholarships for high-need teaching positions. Test fees for teacher candidates can now be waived, and a central data system is being set up so that districts can see what teachers are out there applying for jobs in Washington. When beginning teachers get to schools, there is now money for peer mentor programs to support teacher quality and retention. Retired teachers are also now allowed to be re-hired as substitutes, which will help the shortage and assure students continue to learn even if their teacher is not in the building that day. And new money is available to train the classified staff who also work with groups of students, so that they have the tools to be a part of the core teaching team.
I have more good news. Next session amazing things will happen for kids. The work has already begun to provide ample opportunities for every student to have a meaningful and personalized learning experience. More options. More choice. More student understanding of how what is learned leads to a successful, prosperous future while raising up WA communities and finding new ways to make WA businesses thrive. That’s my North Star. We will get all kids the tools they need to discover their passions and proudly take leadership in growing WA. That vision keeps my bucket full. Tim, I’ll add one word: “always stay strong, humble, and kind.”