WI State Performance Plan (SPP), Indicator #4

Technical Assistance
Annual Monitoring

Suspension and Expulsion Rates

Indicator 4: Rates of suspension and expulsion:

  1. Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs;
  2. Percent of districts that have: (a) a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and (b) policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.

For current information regarding this indicator please review the APR.

For Indicator 4B, the DPI annually analyzes data reported by LEAs through the Individual Student Enrollment System (ISES) to identify districts with significant discrepancy. Identified districts are notified and required to conduct a review of policies, procedures, and practices to determine if they contribute to the significant discrepancy. This review generally takes place at the annual CREATE conference.

Wisconsin has developed an Integrated Monitoring System (IMS) to achieve positive results for children with disabilities in Wisconsin while ensuring continued procedural compliance with state and federal laws and regulations. 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 integrated monitoring system 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.

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 also 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.

School Improvement Review Checklists

These checklists are tools to help school districts determine if they have policies in place in each area for students with disabilities that impact student engagement and eventual graduation. By completing the checklists and documenting the source and location of related documents, the district is in a position to address any areas not covered that may be negatively impacting their students with disabilities.


Training and Technical Assistance

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