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Pupil Month 2 (Sept 14-Oct 11-2012)<br />
All Students<br />
1. What does the data tell us? The data tells us that there is a<br />
decrease of AA females assigned to ISAP from last year.<br />
There is a decrease of AA males assigned to ISAP from last<br />
year. There is a slight increase of white females assigned, and<br />
the same number of white males from last year to this year.<br />
SOS- the data tells us that there is an increase of AA females<br />
assigned to SOS compared to last year.<br />
There is a huge increase of AA males assigned to SOS<br />
compared to last year. (from 6-20). There is a slight increase of<br />
white females assigned, and a slight increase of white males<br />
assigned.<br />
Suspensions- There is a huge decrease of AAF and AAM<br />
suspended compared to last year. There is a decrease of white<br />
females and white males from last year.<br />
2. What does the data not tell us? It does not tell us the number<br />
of ECE/Reg Ed, behavior details, or infractions.<br />
3. What are causes for celebration? ISAP Assignments of<br />
African American male and female were down for second pupil<br />
month as compared to last year. All groups are down in<br />
suspensions from last year.<br />
4. What are opportunities for improvement? We must look<br />
closely at the underlying problem of why AA males and AA<br />
females are being assigned to SOS. We must provide proactive<br />
strategies for teachers to use in the classroom to help deal with<br />
issues that arises in the classroom.<br />
5. What are next steps? We should consider using strategies<br />
listed in the Menu for Positive Behavioral Support Strategies<br />
and Interventions. AA students who are repeatedly assigned to<br />
SOS should be put on a “watch list” with APs and/or other<br />
adults in the building offering them ongoing support with goals<br />
and expectations. These students should also be assigned a<br />
mentor.<br />
Behavior Interventions – Data Questions monthly<br />
Pupil Month 3 (Oct 12- Nov 11 -2012)<br />
All Students<br />
1. What does the data tell us? ISAP- There is a decrease of<br />
AAF and AAM assigned to ISAP compared to last year. There<br />
is an increase of white females assigned and a decrease of white<br />
males. SOS- Increase of AAF to SOS, slight decrease of AAM,<br />
increase of white females and slight increase of white males<br />
assigned. Suspensions - There was increase in AA female and<br />
decrease in AA male suspensions as compared to last year.<br />
There was slight increase in W female suspensions and small<br />
decrease in W male suspensions.<br />
2. What does the data not tell us? It does not tell us ECE/Reg<br />
Ed, behavior details, or infractions.<br />
3. What are causes for celebration? Reduction in ISAP for<br />
African American males and female. Reduction in ISAP and<br />
suspension for white male.<br />
4. What are opportunities for improvement? Proportion of<br />
assignments to ISAP, SOS, and suspensions. Increases noted in<br />
SOS and suspensions for AA female. Increase in SOS and<br />
suspension for white male.<br />
5. What are next steps? We should consider using strategies<br />
listed in the Menu for Positive Behavioral Support Strategies<br />
and Interventions. AA students who are repeatedly assigned to<br />
SOS should be put on a “watch list” with APs and/or other<br />
adults in the building offering them ongoing support with goals<br />
and expectations. These students should also be assigned a<br />
mentor. Continue with culture awareness for teachers.<br />
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