WI State Performance Plan (SPP), Indicator #4

Suspension and Expulsion Rates

For more detailed information regarding this indicator, please review Indicator #4 of the State Performance Plan.

Wisconsin has developed a Continuous Improvement and Focused Monitoring System (CIFMS) to achieve positive results for children with disabilities in Wisconsin while ensuring continued procedural compliance with state and federal laws and regulations. WDPI involves stakeholders in the ongoing development of CIFMS including the identification of priority areas for focused monitoring. This stakeholder group identified the gap in graduation rates between students with disabilities and students without disabilities as a priority for focused monitoring. As part of the CIFMS, WDPI created the Graduation Gap workgroup, whose primary responsibility is to develop and conduct focused monitoring activities around this priority area.

Research shows that students with disabilities who are suspended or expelled are more likely to become disconnected from school, fall behind in their class work and achievement, and thus drop out of school and fail to graduate. Because of the correlation among suspension, expulsion, graduation, and dropout rates, the WDPI has designed its continuous improvement and focused monitoring of the graduation gap between students with disabilities and students without disabilities (see indicator #1) to include activities that specifically address LEA suspension and expulsion rates.

Out of school suspensions are defined as absences from school imposed by the school administration for noncompliance with school district policies or rules, for threatening to destroy school property, or for endangering the property, health, or safety of those at school (see §120.13(1)(b), Wis. Stats.).

Expulsions are defined as absences from school for purposes of discipline as imposed by the school board for violation of school district rules; threats against school property; or conduct which endangers the property, health, or safety of those at school. Expulsion is a formal school board action defined in Wis. Stats., 120.13 (1)(c), and 119.25 (first-class city school district).

For measurement purposes, the state compares students with disabilities across local educational agencies (LEAs). This is necessary as comparable data of students without disabilities suspended/expelled for more than ten days is not collected. A student may have had a single suspension/expulsion of greater than ten days or may have had multiple suspensions summing to greater than ten days. The Wisconsin Department of Public Instruction (WDPI) will expand its analysis of the suspension/expulsion data in relation to race/ethnicity for the 2005-06 school year.

Alternatives to suspension, meaningful disciplinary interventions and appropriate services for students with disabilities who may be expelled, are critical to providing those students with a continuing connection to school as well as opportunities to achieve and be successful. These alternatives and interventions assist school districts in increasing graduation rates and decreasing dropout rates.

Data - District Profiles

Major Goal

Reduce by one school district the number of districts identified each year with significant discrepancy.

Primary Objectives

• Promote development of positive school climates.
• Promote development of district policies and procedures that eliminate barriers to graduation for students with disabilities.
• Assist districts in understanding the relationship among qualified staff, adequate resources, and student achievement.
• Identify multiple options for student learning and school success.

Workgroup Members

• Judy O'Kane, Other Health Impaired, Co-chair
• Eva Kubinski, CIFMS, Co-chair
• Pat Bober, Occupational Therapy; WI Statewide Parent Educator Initiative (WSPEI)
• Lynn Boreson, Emotional Behavioral Disabilities
• Sandy Corbett, Physical Therapy
• Steve Gilles, Transition, Comprehensive System of Personnel Development
• Mary Peters, Early Childhood Special Education
• Suzan Van Beaver, Cross Categorical; Leadership

Resources

• Center on Positive Behavioral Interventions and Supports
• National Dropout Prevention Centers
• Consortium for Appropriate Dispute Resolution in Special Education (CADRE)
• Wisconsin State Improvement Grant
• Available to school districts only. To be used to submit 2008-2009 IDEA Flow-through (EIS) & Preschool Entitlement budgets and Improvement Plans for Indicators 4 and 12.

For questions about this information, contact Eva M. Kubinski (608) 266-2899

Last updated on 8/21/2008 2:15:46 PM