October GATE Equity Webinar Family Engagement and Student

October GATE Equity Webinar Family Engagement and Student Discipline Office of Superintendent of Public Instruction Chris Reykdal, State Superintendent

Vision: All students prepared for post-secondary pathways, careers, and civic engagement. Mission: Transform K– 12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities. Values:

Office of System & School Improvement Focus on schools identified for supports We believe we are more likely to see school improvement across multiple measures if we: Connect programming to specific needs Build the health of systems Provide professional learning on data inquiry and supportive resources and tools

Today’s Topics Overview of WA laws regarding family engagement and discipline Family engagement strategies around discipline policies and practices Resources and practical tips 12/12/2019 | 4

Who Are We? Kefi Andersen Josh Lynch Sally Guzman-Reyes Marina Espinoza, M. Ed. Ron Steill Graduation Equity Program Supervisor Learning Assistance Program (LAP) Program Supervisor Family and Community Engagement Coordinator Edmonds School District Student Success Coordinator Dean of Students OSPI Edmonds School District Edmonds-Woodway High School Edmonds School District 9/4/2018 | 5

Family Engagement Definition Including “…the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness” Wellness Planning Development Evaluation of activities, programs, and systems. *U. S. Dept. of Education, U. S. Dept. of Health & Human Services Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016 9/4/2018 | 6

Family Engagement and Discipline: WA Law and District Procedures RCW 28 A. 600. 020(3) educators “make every reasonable attempt to involve the parent or guardian and the student in the resolution of student discipline” District procedures “shall be developed with the participation of parents and the community” “must provide for early involvement of parents in attempts to improve the student's behavior. ” RCW 28 A. 320. 211(3) School districts, in consultation with school district staff, students, families, and the community, shall periodically review and update their discipline rules, policies, and procedures. 9/4/2018 | 7

Family Engagement in Federal Law 1965: Elementary and Secondary Education Act 2015: Every Student Succeeds Act (ESSA) was signed into law ESSA requires district plans to include “the strategy the local educational agency will use to implement effective parent and family engagement” 9/4/2018 | 8

WA New Discipline Rules: WAC 392 -400 -010 Rules Purpose: to ensure that school districts collaborate in decisions related to the development and implementation of discipline policies and procedures Phased approach to: Provide ample time for school districts to implement new due process procedures School personnel Families Train school personnel Parents Students Community Engage with staff, students, parents, families, and communities Develop appropriate local student discipline 9/4/2018 | 9

Family Engagement and Discipline: WA New Discipline Rules OSPI’s discipline rules establish uniform minimum due process requirements for student discipline in school districts. School districts may adopt policies and procedures setting forth expectations that provide additional procedural protections for students. 9/4/2018 | 10

Identify Other Forms of Discipline School district must adopt written policies and procedures for supporting students in meeting behavioral expectations and administering discipline Must identify other forms of discipline that school personnel should administer before or instead of administering classroom exclusion, suspension, or expulsion May involve state menu for behavior best practices and strategies (RCW 28 A. 165. 035) Before the 2019 -2020 school year 9/4/2018 | 11

Grievance Procedures Must establish grievance procedures to address grievances related to the administration of classroom exclusions and other forms of discipline including discipline that excludes a student from transportation or extra -curricular activity Adopt written policies and procedures for meeting behavioral expectations and administering discipline Before 2019 -2020 school year Procedures must include an opportunity for the student to share their perspective and explanation 9/4/2018 | 12

Educational Services and Procedures a school district must adopt written policies and procedures for supporting students in meeting behavioral expectations and administering discipline that must: Describe the types of educational services the school district offers to students during a suspension or expulsion Describe the procedures to be followed for the provision of educational services (WAC 392 -400610) Before 2019 -2020 school year 9/4/2018 | 13

Questions & Polling 1 1. How does your district currently involve students, families, and the broader community when developing and reviewing discipline polices? 2. How might your district improve these practices? • Add your voice to the chat 9/4/2018 | 14

Family Engagement in Practice: Compliance is the Floor, Not the Ceiling Sky is the limit State or Federal Law Specific provisions for parent and family engagement (i. e. parent notification, family consultation) Evidence-based innovation; systemic, sustainable, and integrated structures, belief systems, and practices 9/4/2018 | 15

Edmonds School District Sally Guzman-Reyes Family and Community Engagement Coordinator Edmonds School District Marina Espinoza, M. Ed. Student Success Coordinator Edmonds School District Ron Steill Dean of Students Edmonds-Woodway High School Edmonds School District 9/4/2018 | 16

District Level Action

Dual Capacity-Building Framework for Family-School Partnerships Opportunity and Process Conditions For Meaningful Family Engagement ü Relational ü Developmental ü Collaborative ü Interactive ü Linked to Learning https: //www 2. ed. gov/documents/family-community/partners-education. pdf 9/4/2018 | 18

Policies to support the work Family Engagement Policy • Supports systemic changes to practice • Provides support to the system to allow for changes • Link to Edmonds Policy • Link to Edmonds Procedure Race and Equity Policy • Supports systemic changes to practice • Provides support to the system to allow for changes • Link to Edmonds Policy 9/4/2018 | 19

Capacity The system needs to allow for changes The right people with the right lens Systems of supports 9/4/2018 | 20

Supporting Culturally Responsive Practices The focus should be genuine Families and students should not be seen as the problem Families and students funds of knowledge should be honored Opportunities to build capacity should be created for families, students and staff 9/4/2018 | 21

Family Engagement in Discipline

Bridging Racial, Class, and Cultural Differences Promoting understanding of different cultures Recognizing and addressing class and language differences Addressing issues of race and racism Welcoming and respecting all families Taken from Beyond the Bake Sale, The Essential Guide to Family-School Partnerships by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies 9/4/2018 | 23

Discipline Reform Strategies 1) Build trust with the families and the community • Establish cultural awareness of the entire community • Gain an understanding of histories between groups • Listen and respond respectfully 2) Create spaces for engagement and collaboration • Provide opportunities for diverse participation • Consider transportation and language accessibility • Promote open and honest discussion Davis, C. R. (2017). " Why Are the Black Kids Being Suspended? " An Examination of a School District's Efforts to Reform a Faulty Suspension Policy Through Community Conversations. School Community Journal, 27(1), 159. 9/4/2018 | 24

Discipline Reform Strategies 2 3) Include school personnel • Encourage participation from diverse viewpoints 4) Provide clear messaging and goals • Provide agendas in advance and set timelines for follow-up • Ensure consistent communication across all groups Davis, C. R. (2017). " Why Are the Black Kids Being Suspended? " An Examination of a School District's Efforts to Reform a Faulty Suspension Policy Through Community Conversations. School Community Journal, 27(1), 159. 9/4/2018 | 25

Recruiting Families & Students Intentional recruitment of students and families that had been through the discipline process Recruited at parent groups where parents come to express concerns Made personal invitations to families (student and parents) 9/4/2018 | 26

th 13 Documentary Conversation Starter Used the documentary 13 th to frame the conversation and draw direct parallels between discipline polices and the school to prison pipeline 9/4/2018 | 27

Family Engagement in Discipline Work Updating of student discipline policy in 2017: • Students and families participated in 4 meetings • Discuss changes to the law and provided input into new student discipline policy (example: manifestation rights). Alternatives to Suspension Committee every spring: • Students and families participate in 3 -4 meetings • Review discipline data disaggregated by race and special services • Make recommendations 9/4/2018 | 28

What Were Some Themes You Noticed In Conversations with Families? Desire to understand Lack of information Language Barriers Desire for meaningful engagement Bias in schools Technical language confusing Disconnected 9/4/2018 | 29

Process For Building A System • How will the work spread across your district? Updated Discipline Policy with Key Stakeholders Alternative to Suspension Committee Districtwide Trainings to All Administrators and Deans of Students 9/4/2018 | 30

Questions & Polling 2 1. Are you currently engaging students and families in discussions about the changes to the laws on student discipline? A. Yes B. No C. We want to 2. If you are not engaging families, what is the biggest barrier to engaging them? A. Still trying to understand changes to discipline laws B. Unsure how to recruit families on this topic C. Unsure how to keep families engaged on an issue over a series of meetings 9/4/2018 | 31

School Level Model

School Level Model: Edmonds Woodway High School Leadership • Administrators set the tone for keeping students in class and reducing suspensions Discipline Staff • Dean of Students and AP’s work with teachers to reduce number of students sent to the office Identifying Students • Student Study Team – referral of students to schoolwide team to address behavior or other issues 9/4/2018 | 33

Communication with families is the foundation for: q. Sharing information. q. Establishing shared goals for education. q. Setting expectations for learning and behavior. q. Keeping up on classroom activities and home events. q. Helping parents support school instruction. q. Helping teachers understand students’ life at home and in the community. q. Avoiding misunderstandings. Webinar for US Department of Education Office of School Turnaround/School Support and Rural Programs, May 21, 2012 9/4/2018 | 34

Key Strategies And Interventions at Edmonds Woodway High School Special Individualized plans Few Student Study Team On-going professional development (CRT & Restorative practices) Classroom visits by administrators and dean of students to discuss student handbook and policies Some All 9/4/2018 | 35

What Advice Would You Give To Schools Starting This Work? Ongoing professional development Clear communication on policies and procedures to all constituents Engaging teachers as mentors 9/4/2018 | 36

OSPI Family Engagement Resources • New Student Discipline Rules Family Resources • Learning Assistance Program Menus of Best Practices • Communications Family Resources • Title I, Part A Parent and Family Engagement Resources • Migrant and Bilingual Information for Parents • Special Education Guidance for Families 9/4/2018 | 37

Interpretation and Translation Services: Requirements and Resources Interpretation and Translation Services Under state and federal law, all parents have the right to information about their child’s education in a language they can understand. Title IV Regulations | Chapter 28 A. 642 RCW | Chapter 392 -190 WAC Visit OSPI Equity & Civil Rights website: Parents’ Rights: Interpretation and Translation Services Fact Sheet: Information for Limited. English Proficient Parents Poster: We can Help you in Your Language! Interpretation Link 9/4/2018 | 38

Questions & Polling 3 What is one major takeaway you have from today’s webinar? • Let’s learn together: Share your thought in the chat. 9/4/2018 | 39

Survey Tell us how we’re doing: http: //bit. ly/GATEevaluation 12/12/2019 | 40

More Discipline Webinars Today! 1: 00 -2: 00 p. m. • Students Who Smoke: A Red Flag for Supports 9/4/2018 | 41

Next Month November 14, 2018 Community Partnerships 101 10 a. m. – 11 a. m. Community Partnerships 201 1: 00 p. m. – 2: 00 p. m. 9/4/2018 | 42

Creative Commons • Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4. 0 International License. • Many of our images come from Canva. com and The. Noun. Project. com. 9/4/2018 | 43