REPORTS, RESEARCH DATA AND WINS
PORTLAND PARENT UNION
DISCLAIMER
The Portland Parent Union will not decide what's best for the parents and families. *Nor will we push any political agendas. We are promoting support, education, information, collaboration and advocacy. We strive to provide as much information as possible to help parents make well informed decisions. Naturally they will be drawn to that which meets their particular needs. Our intent is to provide credible information on matters of education and parent involvement..
*PPU actively seeks a diversity of viewpoints and actions around education, information, services, support and advocacy. Opinions expressed from our website blog partners, peers, affiliates, other parent union models or community partners are not necessarily intended to represent PPU. They do not necessarily represent the views of PPU.
Back to PPU
OREGON SCHOOL DISCIPLINE ADVISORY COMMITTEE > > June 9, 2013 > > We have been convening since last year It is a two year Committee. > Statement of Purpose > The purpose of the School Discipline Advisory Committee (SDAC) is to > advise, consult, support, and make recommendations to ODE and > education partners on policies and practices that promote and maintain > the inclusion and engagement of each and every student in a healthy > learning environment. We strive to eliminate exclusionary discipline > practices in education and replace them with inclusive, culturally > responsive approaches that foster and ensure social-emotional > learning, educational equity, and successful outcomes for each and > every student. > Objectives > 1. Recommend policies that identify discipline disparities directly, > and make recommendations for the use of promising and evidence-based > practices that employ positive behavioral supports and are focused on > the elimination of discipline disparities. > 2. Address manifestations of institutional racism and bias that result > in disproportionate suspension, expulsion, and exclusion of youth who > have been historically disenfranchised, marginalized, or under served. > 3. Recommend professional development and training to empower and > support education professionals in fostering and implementing > culturally responsive behavior management practices. > 4. Include and empower parents and students throughout the educational > decision-making and policy-making process through holistic team-based > planning. > 5. Ensure disciplinary decisions are based on individualized student > assessment and the promotion of positive learning environments. > 6. Reduce exclusionary discipline in accordance with Oregon Department > of Education’s key performance measures. Targets will be set and > projected over the next two years and then annually thereafter with > the goal of eradicating disproportionality by 2025. > (Develop intermediate measures/goals here) > 7. Facilitate strong partnerships between schools, students and their > families, and community stakeholders to ensure all voices are heard. >
> CHAIRS MICHAEL MOHONEY ADVISORY- ODE, Education Programs & Assessment > - Education Specialist > , JOHN ENGLISH CHAIR Director, Technical Assistance and Consulting > Services (TACS/WRRC) Department(s): Special Education and Clinical > Sciences [1] > > AND SHEILA WARREN VICE CHAIR, PPU. > > Thanks to our colleagues who are Chairing the SDAC. For going after > this grant > > NASBE AWARDS GRANTS TO TWO STATES TO EXAMINE AND IMPROVE SCHOOL > DISCIPLINE POLICIES AND PRACTICES > > Arlington, Va. — The National Association of State Boards of > Education (NASBE) has awarded grants to two state boards of education > — OREGONand VIRGINIA — to strengthen their capacity to adopt and > implement policies that promote positive school discipline and limit > punitive and exclusionary practices. The grant awards will support > work in these states through December 2014. > > The grants, which total $10,000, are part of a NASBE project that > examines state disciplinary policies, practices, and reforms. NASBE > awarded grants to states that intend to improve school climate and > discipline in one of the following areas: School safety and law > enforcement; discriminatory discipline and disparate impact; teacher > training and preparation; and chronic absenteeism and student > engagement. > > The state board in OREGON will receive $5,000 to convene a statewide > task force to develop a plan to help local districts identify, > prevent, and address discriminatory discipline practices and their > impact on students’ academic achievement and social and emotional > development. The state board will partner with the Oregon Department > of Education, school districts, and academic scholars to develop > data-driven strategies that integrate restorative justice practices > and principles with existing behavior management frameworks, such as > Positive Behavioral Interventions and Supports (PBIS). > > State board members in VIRGINIA will use their $5,000 grant to partner > with the state department of education in developing model policies > and practices that use problem-solving and prevention methods to > address chronic absenteeism and student disengagement rather than > punitive measures. School districts across the state will use these > guidelines with best practices to address behavior problems in more > constructive ways. > > “Too often, inflexible zero-tolerance policies have taken > disciplinary decisions out of the hands of school-based educators who > know their students best,” says NASBE Executive Director Kristen > Amundson. “This has led to far too many suspensions, expulsions, and > referrals to the criminal justice system overall — and the students > affected have been disproportionately students of color and those with > disabilities. The work of these state boards is intended to promote > best practices in disciplinary policies that are equitable and result > both in safer schools and more students staying in school.” > > NASBE’S school discipline project and related state grants are > funded by The Atlantic Philanthropies. NASBE has also contracted with > American Institutes for Research (AIR) to provide states with > additional technical assistance for this initiative. The grants were > awarded on a competitive basis, and all applications were reviewed by > an independent review panel. Learn more about NASBE’s state grants > opportunities [2]. > > _The National Association of State Boards of Education is the only > national organization giving voice and adding value to the nation’s > state and territorial boards of education. A nonprofit organization > founded in 1958, NASBE works to strengthen state leadership in > education policymaking; advocate equality of access to educational > opportunity; promote excellence in educating all students; and assure > responsible lay governance of education. Learn more at > __www.nasbe.org_ [3]_._ > > _The Atlantic Philanthropies are dedicated to bringing about lasting > changes in the lives of disadvantaged and vulnerable people. Atlantic > is a limited life foundation that makes grants through its five > program areas: Aging, Children & Youth, Population Health, > Reconciliation & Human Rights, and Founding Chairman. Atlantic is > active in Bermuda, Northern Ireland, the Republic of Ireland, South > Africa, the United States and Vietnam. Learn more at > __www.atlanticphilanthropies.org_ [4]_._ > > _THIS COMMITTEE IS NOW SUPPORTING THE MORATORIUM AND SOME WILL SHOW UP > FOR TRAINING._ >