Welcome Saturday Cafe Glad YOU Are Here Please

Welcome Saturday Cafe Glad YOU Are Here! Please sit anywhere in the circle

More Alike Than Different

More Alike Than Different

More Alike Than Different Get out your phone Stand up Find a person you do not know One partner find a picture on phone The other partner will try to match. Keep looking for pictures until you find a match • Share about your photos • When instructed, find a new partner • • •

Essential Question: Do engagement strategies and high academic rigor help cultivate positive behavior outcomes in the classroom/school or do high positive behavioral supports allow for engagement and high academic rigor?

Learning Intentions: • Understanding of WCSD Behavior Data: trends, outcomes and disproportionality • Reflections on current practices and its impact on student success and engagement

Think n’ Share WCSD current behavior data • What do you know for sure? • What do you think you know? • What have you heard?

WCSD Suspension Proportionality (Students receiving one or more in/out of school suspensions) 2011 -2012 100% 90% 80% 70% 65% 60% 57% 50% 46% 45%45% 43% 41% 39%40% 30% 23%22%24% 20% 15% 12%13% 10% 7% 3% 2% 2% 2% 5% 6% 4% 4% 5% 1% 1% 1% 0% American LEP (N = 81) Asian (NFRL = 83) Hispanic (N = 1892) African (N = 1845) (N = 264) White Multiracial (N = 229) (N = 54) Pacific (N = 1059) IEP (N = 559) (N = 2026)

WCSD Gender Major Discipline Proportionality (Students receiving one or more major discipline events logged in 2013 -2014) Male 100% 90% 80% 70% For every 100 Female students who would (proportionally) be involved in a major discipline event, there are 75 who are For every 100 Male students who would (proportionally) be involved in a major discipline event, there are 137 who are 64% For every 100 Female IEP students who would (proportionally) be involved in a major discipline event, there are 80 who are 60% For very 100 Male IEP students who would (proportionally) be involved in a major discipline event, there are 156 who are 50% 40% 36% 30% 29% 26% 20% 27% 16% 15% 14% 7% 10% 1%1% 2% 1% 3%2% 1%0% 5% 3% 0% All Students American FRL Asian Hispanic African White Multiracial Pacific IEP LEP

WCSD Gender Suspension Proportionality (Students receiving one or more in/out of school suspensions) Male 100% 90% For every 100 Male students who would (proportionally) be suspended, there are 137 who are. 80% 71% 70% For every 100 Female Hispanic students who would (proportionally) be suspended, there are 60 who are. For every 100 Male FRL students who would (proportionally) be suspended, there are 128 who are. For every 100 Female FRL students who would (proportionally) be suspended, there are 68 who are. 60% 50% 40% 30% 29% 32% 31% 29% 19% 20% 13% 10% 1%1% 0% All Students American FRL 2% 4% 0% Asian 14% 11% Hispanic 9% 4% 2% African White 2% 5% 1%0% Multiracial Pacific 4% IEP LEP

How does Discipline Relate to Reading Growth?

How does Discipline Relate to Reading Growth?

Optimistic Closing Based on today’s information…. – What are you currently doing within your school level to address these trends? – What are you currently doing within your individual level to address these trends? – What is the best thing you’ve heard/learned today?