Discipline Data Analysis. The District will evaluate on an ongoing basis, but at least at the end of each semester, starting with the 2016-2017 school year, the data referenced in numbers 1-22 above, to assess whether the District is implementing its student discipline policies, procedures, and practices consistently and in a nondiscriminatory manner at each school. The evaluation of the data will include the following:
1. review of discipline referrals and sanctions to examine whether students of a particular race/ethnicity, including African-American students receive more referrals or sanctions than students of other races, analyzed with respect to each racial/ethnic group;
2. review of discipline consequences to determine whether students of a particular race/ethnicity, including African-American students, receive more exclusionary sanctions, such as suspensions, or more significant sanctions, such as longer suspensions or referrals to law enforcement, than students of other races, analyzed with respect to each racial/ethnic group;
3. review of the types of offenses leading to discipline sanctions to determine whether students of a particular race/ethnicity, including African- American students, receive more referrals or exclusionary discipline sanctions for certain types of offenses than students of other races, analyzed with respect to each racial/ethnic group;
4. review of student referrals for disciplinary transfers and expulsions to examine whether students of a particular race/ethnicity, including African- American students, receive more discipline transfers and/or expulsions than students of other races, analyzed with respect to each racial/ethnic group;
5. examination of whether certain teachers and administrators, and certain sites, refer students of a particular race/ethnicity, including African- American students, for discipline at a higher rate than students of other races, and whether certain teachers and administrators, and certain sites, impose disciplinary sanctions that include exclusion from the educational program for students of a particular race/ethnicity, including African- American students, at a higher rate than students of other races, analyzed with respect to each racial/ethnic group;
6. examination of whether students of a particular race/ethnicity, including African-American students, are disproportionately referred for subjective offenses compared to students of other race/ethnic groups;
7. examination of whether school-based or local law enforcement...
Discipline Data Analysis. Starting with the 2017-2018 school year, the District will evaluate on an ongoing basis but at least monthly basis, the data referenced herein, to help assess whether the District is implementing its student discipline policies, practices and procedures in a nondiscriminatory manner. The School Principal or Director will meet each semester with the administrators, teachers, and other relevant staff at the School to discuss the data gathered and analyzed (regarding the prior semester) and the School’s progress on the Corrective Action Plan. The evaluation of the data may be conducted as part of the Committee, or separately, and will analyze whether:
1. students of a particular race or national origin, including Native American students are more likely than students of other races or national origins to receive:
a. discipline referrals and sanctions;
b. exclusionary sanctions, such as suspensions, or harsher sanctions, such as longer suspensions or referrals to law enforcement;
c. certain types of offenses leading to discipline sanctions, or exclusionary discipline sanctions for referrals for certain types of offenses, such as subjective or objective offenses;
d. referrals for disciplinary transfers and expulsions; and/or,
e. referrals, citations, or arrest by school-based or local law enforcement;
2. certain teachers and administrators refer students for discipline or impose exclusionary discipline sanctions on students of a particular race or national origin, including Native American students, at a higher rate than students of other races or national origins,
3. penalties imposed are consistent with the penalties specified in the District’s discipline policies and procedures for students of a particular race or national origin including Native American students, and where exceptions are made, whether they are justified by legitimate, non-discriminatory reasons;
4. whether students with disabilities receive more or harsher discipline than students without disabilities overall and for similar offenses, and/or for disability-related reasons;
5. if the data shows such higher rates of discipline and/or law enforcement contacts for Native American students or students with disabilities, the meeting will explore possible causes for the higher rates and consider and determine steps needed to ensure nondiscrimination in discipline and incorporate any next steps into the Corrective Action Plan; and,
6. if the data shows a particular teacher refers students at a hig...
