Discipline Data Analysis at XXXX XXXXXXX XXXXXXXXXX School (School. Starting with the 2016-2017 school year, the District will evaluate on an ongoing basis (but at least at the end of each year) the data referenced in section C.1., to assess whether the District is implementing its student discipline policies, practices and procedures in a nondiscriminatory manner, at the School. The School Principal will meet at the conclusion of each semester with the administrators, teachers, and other relevant staff at the School to discuss the data gathered and analyzed pursuant to C.1 relevant to the school site and the Plan. The district-wide evaluation of the data may be conducted as part of the Committee, or separately, and will include the following review of:
a. discipline referrals and sanctions to examine whether students with disabilities receive more referrals or sanctions than students without any documented disability, whether manifestation determination meetings have been and are being provided consistent with law and regulation, and whether the unique needs of any students require evaluation, reevaluation, including a Functional Behavior Assessment, and/or changes to IEP or Section 504 plans and attached Behavior Intervention Plans to provide different or additional accommodations, modifications, services, and whether staff have appropriate training and support to implement such plans effectively;
b. discipline consequences given, to determine whether students with disabilities receive exclusionary sanctions, such as suspensions, or harsher sanctions, such as longer suspensions or referrals to law enforcement than students without any documented disability;
c. types of offenses leading to discipline sanctions to determine whether students with disabilities receive referrals, or exclusionary discipline sanctions for certain types of offenses, such as subjective or objective offenses than students without any documented disability;
d. student referrals for disciplinary transfers and expulsions to examine whether students with disabilities receive more discipline transfers and/or expulsions than students without any documented disability;
e. whether certain teachers and administrators refer students with disabilities for discipline at a higher rate than students without a documented disability, and whether certain teachers and administrators impose disciplinary sanctions that include exclusion from the educational program for students with disabilities at a higher rate than students with no documented disability;
f. whether...
