A local education agency (LEA) is concerned that discipline referrals are up across its schools, including at the elementary level. Additionally, The LEA decides to analyze the disciplinary data and process to understand why referrals are up and how this can be mitigated.  They notice that students of color, particularly boys, tend to receive more conduct referrals and suspensions than any other student subgroup.

• What does the disciplinary data show? Are there any student groups that are overrepresented in the conduct referrals (by gender, ethnic group, economic level, others student groups identified in N.J.A.C. 6A:7) and at what school level (i.e., elementary, middle, or high school)? What is the nature of the conduct referrals (i.e., fights, vaping, talking back to teachers, etc.)? What are the consequences? Does the analysis demonstrate that students from different groups receive different consequences for the same infraction?
  • Are there particular times or settings that are especially problematic (i.e., lunch/recess, gym class, transition times)?
  • Are the findings from the data analysis aligned to years past, or is this a new issue?
• What strategies are currently implemented to promote satisfactory behavior in schools? Are the strategies effective? Do the strategies align to what the LEA has identified as the cause for the increasing conduct referrals?
  • Is the LEA and school staff prepared to abandon old strategies found to be ineffective and embrace new strategies better aligned to the identified issue?
• What are some solutions that may address the conduct issues?
  • Is there a need for additional staff with expertise in behavior management?
  • Would the school benefit from implementing positive behavioral interventions and supports?
  • Are the consequences imposed now discouraging students from engaging in misbehavior in the future?
  • Are there programs or trainings available to help students build particular skills, such as teambuilding or respect?
  • Are educators trained in the techniques endorsed by the LEA and school for classroom management and supporting positive school climate and culture?
  • Are administrators trained to effectively coach educators on improving classroom management?
  • Are there trainings for teachers to help them prevent or deescalate volatile situations?
  • How could parents support the school in these efforts? Is there information or workshops that might be helpful for families?
  • How can students be more involved in finding solutions? If different electives or activities were available, could that help keep students more engaged in school and less likely to act out?
• What outside help might the LEA need or want to engage to help with these issues?
• How can this effort be included in the LEA’s comprehensive equity plan, pursuant to N.J.A.C. 6A:7-1.4(c)?

The LEA recognizes that it has a growing problem around disciplinary referrals and decides to analyze the data and identify possible solutions.

The LEA may consider spending the funds below to identify and address the disproportional impact of its disciplinary referrals on students.

An LEA plans to review and revise its disciplinary process. The total cost of the effort will be $250,000 (Table 1), which the LEA covers, first, through ESSER funds (Table 2), and later, after ESSER ends, through various funding streams (Table 3).

Table 1: Estimated costs of [activity]

Table 2: Funding allocation in 2023 and 2024

Table 3: Braiding of fund allocations for 2025 and beyond, based on the estimated percentage of students in LEA*

*Numbers are for representative purposes only. Percentages could vary depending on different activities at different grade levels or if focused on different subgroups of students.