4A: Rate of suspensions and expulsions of students with IEP
Calculation: (the number of districts that have a significant discrepancy in the rates of suspension
expulsion for greater than 10 days in a school year of children with IEP’s) divided by (the number
of districts in the state).
4B: Rate of suspensions and expulsions of students with IEP by race/ethnicity
Calculation: Significant discrepancy in the rates of suspensions and expulsions by race/ethnicity
if 3.6 percent or more of its students with IEP’s in a racial/ethnic group received out-of-school
suspensions/expulsions for greater than 10 days cumulatively during the school year.
Indicator
Contact(s): / ●Ann Walton,
●Tim Voskuil,
●Cheryl Borowski,
●Rebecca McIntyre,
●Crystal Cutler,
Data Source(s): / Count/Report:
●MSDS
●Local SIS
●Special Education Management system
●District behavior tracking system / Online Resources:
●CIMS Help Site
●General resources section under 4A
●General resources section under 4B
●PBIS Guide
●Discipline Toolkit
Linkage to
Determinations: / ●Indicator 4B
●Valid/Reliable data
Gap Statement: / ●4A Example: Our 2014-15 district rate of suspensions and expulsions of student with IEP’s for greater than 10 days in a school year was 7% which was significantly higher than the MDE target of <4.5%.
●4B Example: Our 2014-15 district rate of suspensions and expulsions by race/ethnicity of student with IEP’s for greater than 10 days in a school year was 6.8 which was significantly higher than the MDE target of <3.6.
Root Cause
Hypotheses: / ●Lack of PBIS
●Zero tolerance policies increasing the number of suspension
●Progressive discipline policies that are restrictive
●Misunderstanding of available placement options
●Data entry inaccuracies for count purposes
●Data entry inaccuracies regarding maintenance of district SIS (early return from suspension not recorded)
●Lack of documentation of compliant practices
●Lack of alternatives to suspension
●Lack of defined, consistent, and communicated practices regarding what to do when an incident occurs
Root Cause Hypotheses / Possible Activities for CAPs / Links to Training Materials/Guidance Documents
●Lack of PBIS
●Zero tolerance policies increasing the number of suspension
●Progressive discipline policies that are restrictive
●Misunderstanding of available placement options / ●Use of PBIS: Evaluate building & classroom for consistent use of PBIS - Establish practices
●Review/revise district policies and procedures
●Review/revise district placement options /
●Data entry inaccuracies for count purposes
●Data entry inaccuracies regarding maintenance of district SIS (kids come back early from suspension and it’s not recorded) / ●Evaluate the system to check for inconsistencies
●Train staff for district consistency /
●Lack of documentation of compliant practices
●Lack of alternatives to suspension
●Lack of defined, consistent, and communicated practices regarding what to do when an incident occurs / ●Define processes and procedures for discipline (forms, timelines, flowcharts, manuals, etc.)
●Training on processes and procedures
●Use of PBIS: Evaluate building & classroom for consistent use of PBIS - Establish practices
B4AB: Suspension/Expulsion and Suspension Expulsion by Race/Ethnicity Page 1 of 4