CESA

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CESA 1

• EXPULSION ALTERNATIVE
• Services for Expellable Students with and without
  Disabilities

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CESA 1 Survey

• In a recent survey, superintendents from CESA 1
  districts identified the increase in the severity
  of student needs as the fourth most critical
  issue facing them in the next three years.
• Much of the identified severity is manifested in
  student behavior.
• Currently, districts are faced with the balancing
  act of providing a safe and secure learning
  environment for all students while ensuring that
  the rights of students with disabilities are
  maintained.
• Often, expulsion becomes the viable recourse for
  endangering behaviors.
• Districts must continue to provide FAPE and IEP
  services for students with disabilities even
  after expulsion as occurred.

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Expulsion defined as

• Absences as imposed by school boards for
• Violation of district rules
• Threats against school property
• Conduct which endangers the property, health, or
  safety of those at school
• Wis. Stats., 120.13 (1)(c) and 119.25

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Suspension and ExpulsionAt-A-Glance
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What happens afterstudents are expelled?
WISCONSIN
Table 1
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What happens afterstudents are expelled?
WISCONSIN
Chart 1
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What happens afterstudents are expelled?
WISCONSIN
Table 2
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What happens afterstudents are expelled?
WISCONSIN
Chart 2
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What happens afterstudents are expelled?
WISCONSIN
Table 3
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What happens afterstudents are expelled?
WISCONSIN
Chart 3
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Whats Wrong with Expulsion?

• The entire process often angers and alienates
  students and families.
• Students often return no better disciplined and
  no better able to manage their anger or
  appropriately resolve their disputes.
• Students will have fallen behind in their
  education and any underlying cause of their
  violent behavior may be unresolved.

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Whats Wrong with Expulsion?

• Research has shown a link between
  suspension/expulsion and later dropping out of
  school with later personal and social costs.
• There is little scientific evidence that
  suspension and expulsion are effective in
  reducing school violence or increasing school
  safety.
• More than 3 million students were suspended and
  89,000 were expelled in 2002-03.

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Whats Wrong with Expulsion?

• African American students represent 17 of the
  public school enrollment, but 33 of the student
  population that are suspended.
• White students represent 63 of the public school
  enrollment, but 53 of the student population
  that are suspended.
• Research shows that students of color are most
  often referred and suspended for non-violent
  behavior such as disobedience, disrespect for
  authority, etc.
• References
• Suspension and Expulsion at a Glance UCLA
  Institute for Democracy, IDEA Education and
  Access, 2002
• Creating Safe and Drug Free Schools An Action
  Guide, U.S. Dept. of Education, 1996

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Students Who Do Not CompleteHigh School What
Are The Costs?

• Average Annual Income
• High School Graduate 26, 933
• High School Drop Out 17, 299
• Each drop out costs the nation approximately
  260,000 over a lifetime
• If the male graduation rate increased by only 5,
  the nation would see an annual savings of 4.9
  billion dollars in crime-related costs.

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Students Who Do Not CompleteHigh School What
Are The Costs?

• State and local economies suffer further when
  they have less educated populace.
• It is more difficult to attract new business
  investments.
• Simultaneously, these same entities must spend
  more in social programs when their population
  have lower educational levels.
• Reference Alliance for Excellent Education,
  Issue Brief, October 2007

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Indicator 4

• Rates of suspension and expulsion
• of students with disabilities who are suspended
  or expelled for greater than 10 days.
• of students with disabilities who are suspended
  or expelled for greater than 10 days by race and
  ethnicity.

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Research shows that students with disabilities

• More likely to become disconnected from school
• Fall behind in class work and achievement
• Drop out of school
• Fail to graduate

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Districts should provide

• Alternatives to suspension
• Meaningful disciplinary interventions
• Appropriate services for expelled students

• Connection to school
• Opportunities for success and achievement
• Higher graduation rates
• Fewer drop outs

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CESA 1 Districts Indicator 4

• Increased from 3.07 to 3.45 from 2004-05 to
  2006-07
• State average is 1.51
• Even without the three largest metropolitan
  districts, suspensions and expulsions rates are
  on the rise.

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District Efforts

• Positive School Climate
• Policies and Procedures
• Qualified Staff and Adequate Resources

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Positive School Climate

• Districts promote positive behaviors
• Evidence exists to demonstrate positive
  teacher-student relationships
• Strategies are implemented to help students feel
  a sense of belonging

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Policies and Procedures

• Codes of classroom conduct are applied
  consistently with all students
• Discipline policies, procedures, and practices
  address the needs of children with disabilities
• Districts track behavioral referrals and identify
  patterns over time
• Districts intervene when there is a concern about
  behavioral referrals
• Districts intervene when there is a concern about
  suspensions

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Qualified Staff and Adequate Resources

• Professional development opportunities related to
  discipline are provided at all grade levels.
• National Dropout Prevention Center
  http//www.dropoutprevention.org/
• PBIS Lucille Eber
• http//www.pbis.org/main.htm
• Data District Profiles https//www2.dpi.state.w
  i.us/DistrictProfi le/Pages/DistrictProfile.aspx

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Resources

• National Dropout Prevention Center
  http//www.dropoutprevention.org/
• PBIS Lucille Eber
• http//www.pbis.org/main.htm
• Data District Profiles https//www2.dpi.state.w
  i.us/DistrictProfi le/Pages/DistrictProfile.aspx

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Mission Statement

• To assist districts with providing services for
  students with and without disabilities who are
  held in abeyance, expellable or expelled from
  public schools and are in need of an alternative
  placement/site.

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Target Student Population

• The program is designed to serve any student with
  or without disabilities in grades 7-12 who has
  committed an expellable offense but has not
  committed a felony.
• For those students with disabilities the student
• Has a current IEP or is in the IEP process of
  evaluation, IEP development and placement and
• Has had a manifestation meeting
• Resulting in no expulsion, but need for an
  off-site placement
• Resulting in abeyance, but need for an off-site
  placement
• Resulting in expulsion and need for continuation
  of services/FAPE
• Resulting in an Interim Alternative Education
  Setting placement (45 day unilateral placement
  for SWDs exhibiting dangerous behaviors)

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Operation

• A teacher certified in emotional/behavioral
  disabilities and paraprofessional as needed will
  be available in an off campus facility.
• A school social worker/counselor will be
  available to assist in the coordination of
  services with the school district and outside
  agencies, along with providing social/emotional
  support through small group counseling.
• Security personnel will be available onsite to
  insure safety of attending students due to hours
  of operation as needed.
• Two half day programs (a morning and an afternoon
  session) on five days per week will be scheduled
  based on student needs.
• Students will be responsible for work on
  academics and other activities on-line or as
  assigned by the teacher.

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Program Components Curriculum

• Academics and credit attainment will be a primary
  focus of the service. The students IEP and
  district requirements will drive programming and
  curricular decisions. The delivery of instruction
  will be a hybrid of face to face student/teacher
  time and on-line activities. Along with core
  content areas for academic maintenance and
  growth, students will have the opportunity for
  learning activities/credit attainment
  opportunities that focus on
• School to Work/Job Skills/Vocational Training
• CESA 1 21st Century Learning Model will be
  delivered based on needs of student.
• Transition Consultation/Coordination
• Leadership and Community Service
• Small Group Counseling
• Affective Skills
• Anger Management/Corrective Thinking
• Character Education
• AODA Support Groups

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Staffing

• Highly qualified/licensed teacher of students
  with disabilities with emphasis in
  emotional/behavioral disabilities
• Highly qualified/licensed school social worker
  with AODA training to provide support groups and
  act as liaison
• Provide security staff and access to timely
  response from local law enforcement as needed

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Transition

• Each students customized learning plan will
  include a model for transitioning him/her back to
  appropriate in-district programming with
  coordinated support. Strong ties with designated
  home school personnel will be key to the
  transition of students to their next school
  setting. Consistent, periodic meetings through
  out the year will be held between staff, school,
  district staff and parents to ensure a smooth
  transition.
• Goal to return student to a traditional school
  environment or other placement of choice by home
  district upon completion of expulsion period
• District liaison maintains contact with
  student/family throughout placement
• Average placement one quarter (45 day IAES) to
  one semester
• Flexible programming

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District Responsibilities

• Resources from the participating school districts
  will be an integral part of the program as
  determined by district placement. There will be
  on-going coordination with participating district
  personnel such as social workers, psychologists,
  guidance counselors, police liaisons, and other
  specialized staff as designated by the expulsion
  process. For students with disabilities, the
  district will be responsible for the development
  of the IEP and CESA 1 staff will implement the
  IEP and provide progress reports as mandated by
  IDEA/Ch. 115.
• Increased concurrent seats will require
  additional staff. If needs arise a consensus
  among the districts and CESA 1 will be
  determined on how and when to scale. A minimum of
  12 student slots/seats per session for a full
  year needs to be confirmed in order to operate
  the program.

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Assets of the Service

• Program to be in place to help student maintain
  academics and address social/emotional/behavioral
  needs
• Credits can be attained for successful
  participation in small group counseling sessions
  and/or work experience
• Successful completion of counseling sessions
  and/or credit attainment can serve as conditions
  for returning to the school district
• Transition component for returning to a
  traditional campus environment
• Regular IEP progress reports to family and home
  school district
• Adequate staffing, small student to teacher
  ratio, and professional development
• Districts may place multiple students for shorter
  increments of time (45 or 90 days) over the
  course of a school year in one annually purchased
  slot/seat.

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Specialized Services

• IEP Implementation and progress monitoring - CESA
  1 staff will implement the IEP, address annual
  goals, monitor progress and provide quarterly
  progress reports on annual goal attainment as
  mandated by IDEA/Ch. 115.
• Small Group Counseling sessions provided by a
  trained school social worker/counselor in the
  following areas
• Anger management
• Corrective Thinking
• Character education
• Affective skills
• Alcohol, tobacco and drug issues

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Pricing

• Students without disabilities 7,800
• With additional Small Group Counseling 9,300
• Students with disabilities 10,800

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Questions and Feedback