The Center for IDEA Early Childhood Data Systems

The Center for IDEA Early Childhood Data Systems Collecting High Quality Data on the Suspension and Expulsion of Preschoolers Kerry Friedman, Da. Sy Center @ SRI Education Lisa Backer, Minnesota Department of Education Susan Zeiders, Pennsylvania Early Intervention Washington, DC July 25, 2019

Our time together Overview on Suspension and Expulsion in Early Childhood and Data Challenges Panel: State Considerations and Planning for Suspension and Expulsion Data Collection and Use – Lisa Backer – Susan Zeiders Audience Q&A and Sharing 2

What is the issue? 3

Expulsions are 3 x higher in preschool than in K-12 < 4

Disparity in discipline begins in early childhood Black children account for almost 50% of public preschool suspensions and expulsions…. 5

Disparity in discipline begins in early childhood Black children account for almost 50% of public preschool suspensions and expulsions…. but less than 20% of preschoolers! 6

Exclusionary Discipline in Early Childhood Suspensions and expulsions in early childhood: – Deprive children of valuable learning experiences and opportunities – Leave underlying issues unaddressed – Lead to increased risk of academic failure, high school dropout, and incarceration This Photo by Unknown Author is licensed under CC BY-NC 7

What national data and guidance is available? This Photo by Unknown Author is licensed under CC BY 8

Civil Rights Data Collection Administered by the U. S. Department of Education Surveys public preschool programs every two years. Reports the number and percentage of children suspended (once and more than once) and expelled from public programs disaggregated by race/ethnicity, IDEA status, and ELL status. Defines expulsion as permanent removal of services and suspensions as the temporary in-or out-of-school removal of services. 9

National Survey of Children’s Health Administered by the U. S. Census Bureau and HHS' Maternal and Child Health Bureau Asks families “In the past 12 months, were you ever asked to keep your child home from any child care or preschool because of their behavior? ” Nationally representative, includes children in private and public programs. In 2016, estimated 50, 000 preschoolers were suspended at least once and approximately 17, 000 preschoolers were expelled. 10

Federal Policy Guidance The U. S. Department of Health and Human Services (HHS) and U. S. Department of Education (ED) issued a Joint Policy Statement on Expulsion and Suspension Policy in Early Childhood Settings. The guidance encourages states to: – Build capacity to collect and analyze statewide data on expulsions, suspensions, and other exclusionary discipline practices. – Coordinate data systems across early childhood programs and track their own information on early childhood workforce professional development or continuing education, access to behavioral or mental health specialists, investments and effects of prevention efforts, and expulsion and suspension from early childhood programs. – Develop roadmaps to eliminating expulsion and suspension, informed by goals and data-driven progress monitoring. 11 See https: //www. acf. hhs. gov/ecd/child-health-development/reducing-suspension-and-expulsion-practices for more information

What are the challenges for states? This Photo by Unknown Author is licensed under CC BY-ND 12

Defining Suspension and Expulsion Many different definitions exist for suspension and expulsion in early childhood settings. Definitions vary in level of detail and types of suspension and expulsion specified (e. g. , in/out of school suspension, “soft” expulsion, short/long-term suspension) When definitions are too general or vague, some forms of exclusionary discipline can fall outside of the formal definitions or be hard to categorizing, affecting data quality and interpretation. 13

What do exclusionary discipline practices look like in early childhood settings? 14 Image from https: //preventexpulsion. org/

Determining what data to collect and how Determining who collects/reports the data and when. How will data collection be aligned with other ongoing data systems? Ensuring states and programs collect data needed to capture disparities in suspension and expulsion. In addition to suspension and expulsion rates, states must consider whether and how to collect and link other relevant data on: – Child, teacher, and program characteristics – Child and family behaviors – Services and interventions provided 15 See https: //www. acf. hhs. gov/sites/default/files/ecd/expulsion_webinar_4_using_data_systems. pdf for more information

Linking data Many data sets/systems must be linked or integrated to get a full picture of suspension and expulsion rates and practices in early childhood settings. – Consider how to look at data across sectors (e. g. , state preschool and Head Start) – Consider how to link different levels of data (e. g. , teacher vs. student-level data) 16 Image from https: //elc. grads 360. org/api/Application. Media/Get. Download/21664. See document for more information on ECIDS.

Using data to guide policy and practice Data needs to be used in a systematic way to inform decisions on policy and practice. Local programs will need support in using data for improvement. 17 Image from https: //preventexpulsion. org/

Moving Cautiously: Collecting Data on Disciplinary Incidents of Preschool Children Lisa Backer | Early Childhood Special Education Supervisor Lisa. backer@state. mn. us

1. Prioritize equity. 2. Start from within. Ten Minnesota Commitments to Equity 3. Measure what matters. 4. Go local. 5. Follow the money. 6. Start early. 7. Monitor implementation of standards. 8. Value people. 9. Improve conditions for learning. 10. Give students options.

Minnesota Disciplinary Incident Reporting System (DIRS) DIRS data includes: • all reported in-school and out-of-school suspensions, • expulsions and exclusions, • dangerous weapon incidents, • referrals to law enforcement, and school-related arrests • withdrawals or transfers related to a school disciplinary incident • Interim alternative educational placements for special education students 2/25/2021 Leading for educational excellence and equity, every day for every one.  | education. mn. gov 20

Information reported in DIRS For each disciplinary incident: • Date, time and location of Incident • Cost to school property incurred by this event • Name of “offender” • Name of victim or victims • Offender activities • Disciplinary Action 2/25/2021 Leading for educational excellence and equity, every day for every one.  | education. mn. gov 21

Categories of Offender Actions • Alcohol/Controlled Substances • Extortion • Arson • Fighting • Attendance • Gang Activity • Bomb/Bomb Threat • Harassment • Bullying • Hazing • Computer • Homicide Illegal Drugs • Cyber Bullying • Disruptive/Disorderly Conduct/Insubordination 2/25/2021 • OTC medications against school policy • Pyrotechnics Leading for educational excellence and equity, every day for every one.  | education. mn. gov 22

Which young children could be subjects of data in DIRS? Option 1: Preschool children formally enrolled in MN school districts-Immediate • Children with disabilities • Children enrolled in voluntary pre-kindergarten or school readiness plus which serve children with risk factors (poverty, English learners). Only 25% of sites receive this funding. Option 2: All preschool children participating in district programs-2020 -2021 • All children included in Option 1, plus… • Children participating in school readiness through Community Education which includes all districts 2/25/2021 Leading for educational excellence and equity, every day for every one.  | education. mn. gov 23

Limitations • Children participating in child care or private early learning programs would never have disciplinary actions reported • Great potential for data to be misused • Even if data are not publicly reported they could be the subject of an external data request • Disciplinary actions become part of student record 2/25/2021 Leading for educational excellence and equity, every day for every one.  | education. mn. gov 24

Suspension/Expulsion Data Office of Child Development and Early Learning Announcement on Reduction of Expulsion and Suspension in Early Childhood Programs in Pennsylvania Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Secretary of Human Services >

Suspension/Expulsion Data Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Secretary of Human Services >

Suspension/Expulsion Data 1. Documentation + Request = Assistance 9 8 7 6 5 4 3 2 1 0 2017 2018 2. Early Intervention (EI) Has a Key Role 11 2019 6 37 Jun July Aug. Sept Oct Nov Dec e 2 1 1 1 3 2 2 1 0 1 2 8 2 2 1 N=54 Jan Feb Mar Apr May 2017 2018 3 2019 1 0 2 1 2 4 3 N=45 Retained or transitioned Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Secretary of Human Services Child Expelled Other situation >

Suspension/Expulsion Data Questions We Can’t Answer • Number of Suspensions/Expulsions That are Not Reported • Reasons for Not Reporting Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Secretary of Human Services >

Suspension/Expulsion Data What is Better? • IFSP/IEP reviews and revisions are being scheduled quickly to better support children who are struggling • Early Care & Education (ECE) programs are being supported by both appropriate EI services and stronger connections with their Early Learning Resource Center (ELRC) Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Secretary of Human Services >

Suspension/Expulsion Data Next Steps • Review/Refine Definitions of Suspension/Expulsion • Revision to the OCDEL Announcement • Continue to Develop Strategies to Encourage ECE Programs to Request Assistance Before Crisis Occurs Tom Wolf, Governor Pedro A. Rivera, Secretary of Education | Teresa D. Miller, Secretary of Human Services >

Q&A and Sharing Questions for the panel What considerations are being discussed in your state for collecting and using early childhood discipline data? What additional considerations or information/support are needed for state and local programs? 31

PLEASE COMPLETE THE EVALUATION!! 4 ways: – Paper forms (submission boxes near registration table) – Go to https: //www. surveymonkey. com/r/2019 STATS-DC – Conference app under “Evaluation Forms” – Scan the QR code: Session Number: 4 -J Collecting High Quality Data on the Suspension and Expulsion of Preschoolers

Contact Us! Visit the Da. Sy website at: http: //dasycenter. org/ Like us on Facebook: https: //www. facebook. com/dasycenter Follow us on Twitter: @Da. Sy. Center 33

Thank You The contents of this presentation were developed under a grant from the U. S. Department of Education, #H 373 Z 120002. However, those contents do not necessarily represent the policy of the U. S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Meredith Miceli and Richelle Davis. 34