Field Experience

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A����� TYPE: Committee on Parent and Community Engagement DATE: 9/8/2020 TIME: 5:30 PM

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LOCATION: Virtual Meeting DETAILS: PACE

COMMITTEE MEMBERS

1. Director Taylor, Chair; Director O’Halloran, Vice-Chair; Directors Báez, Miller, and Woodward Info

CALL TO ORDER AND ROLL CALL

1. The Chair will call the meeting to order. Info 2. The Secretary will call the roll. Info

PLEDGE OF ALLEGIANCE

1. The Secretary will lead the Committee in the Pledge of Allegiance. Info

ITEMS OF BUSINESS

1. Report with Possible Action on Student Restraint and Seclusion Info

Background: In 2012, Wisconsin Act 125 created section 118.305 of the Wisconsin Statute which provided direction on the use of seclusion and restraint with students in public schools. Act 125 had several key components including: 1. Conditions for the use of seclusion; 2. Conditions for the use of physical restraint; 3. Notification and reporting requirements following the use of seclusion or restraint; 4. Training in the use of seclusion and physical restraint; and, 5. Requirements for the use of seclusion and restraint on students with disabilities.

In March 2020, Wisconsin Act 118 revised the state law. Some of the changes include requiring parents to be provided with a copy of the written incident report, clarifying that the notice and reporting requirements apply to incidents involving law enforcement officers, prohibiting the use of prone restraint, revising the required training components, requiring school staff to hold a meeting after each incident of seclusion or restraint to discuss topics specified in the Act, conducting an IEP team meeting within ten school days of the second time seclusion or restraint is used on a student with a disability within the same school year, and requiring each governing body to submit an annual report to the Department of Public Instruction by December 1.

To ensure compliance with Wisconsin Statute 118.305, the Administration has taken the following steps: • Training has been provided to staff across the district in the use of seclusion and restraint. These trainings also focused on positive interventions and supports to address potentially dangerous behavior. In total, more than 2,000 staff members have been trained over the past five years. • For the last five years, all principals, school leaders, and special education supervisors received in‐services on the requirements of WI statute 118.305. • The district’s mechanism for recording incidents of seclusion and restraint has been significantly enhanced by the Infinite Campus Student Information System. • During the 2019-2020 school year, the Administration directed schools to submit restraint and seclusion data in accordance with WI statute 118.305. • A total of 441 students, including 251 with disabilities, were involved in 753 incidents of restraint during the 2019-2020 school year. • A total of 79 students, including 56 with disabilities, were involved in 91 incidents of seclusion during the 2019-2020 school year. • During the 2018-19 school year, there were a total of 1021 incidents of restraint/seclusion.

Fiscal Impact Statement: No fiscal impact.

Attachments:

2. Report with Possible Action on Services Provided to Students with Disabilities in the Least Restrictive Environment (LRE)

Info

Background: Least restrictive environment (LRE) is one of the most significant components in the 2004 Individuals with Disabilities Education Act (IDEA). It requires, to the maximum extent appropriate, children with disabilities be educated with children who are not disabled. Removal of students with disabilities from the regular educational environment occurs only when the severity of the disability is such that education in regular classes, with the use of

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supplementary aids and services, cannot be achieved satisfactorily.

The Milwaukee Public Schools is committed to ensuring that students with disabilities are educated in environments with their non-disabled peers. The preference of the law is that students be educated using the general curriculum in the regular education classroom, with the use of supplementary aids and services. Best practices and research strongly support education in the least restrictive environment (LRE), with access to the general curriculum, because it leads to higher achievement outcomes for students with disabilities.

Fiscal Impact Statement: No Fiscal Impact

Attachments:

3. Report with Possible Action Regarding the Submission of End of Year Report to the Office of Civil Rights (OCR)

Info

Background: In 2014-15, the Office for Civil Rights (OCR) conducted a biennial review of data and discovered a disproportionality of African American students receiving referrals, suspensions and other disciplinary actions. The Administration has been working with the U.S. Department of Education Office for Civil Rights (OCR) to fulfill ten agreed upon action items to ensure the equity of discipline measures within the District and in compliance with the Title VI of the Civil Rights Act of 1964, 42 U.S.C. 2000d (Title VI), and its implementing regulation, 34 C.F.R. Part 100, which prohibit discrimination based on race, color, or national origin by a recipient of Federal financial assistance.

In alignment with our ongoing work to improve disciplinary practices, supports for students and engaging staff, student, and community voice, an end of year report was submitted to The Office for Civil Rights on July 1, 2020. Attached you will find the official report as submitted, as well a presentation.

To date, the district has made significant progress relative to the ten items in the report. The following is a summary of the steps the district has taken cumulatively since the start of the resolution, as well as an outline of the research-based plan being implemented going forward. More information available at mpsmke.com/discipline

Fiscal Impact Statement: N/A

Attachments:

ADJOURNMENT

Milwaukee Board of School Directors

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