Alternative!Education!in!North!Carolina!

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1 AlternativeEducationinNorthCarolina AreportonalternativelearningprogramsinNorthCarolina duringthe schoolyear YouthJusticeProjectoftheSouthernCoalitionforSocialJustice 1

2 Author:( JasonLangberg Research(Assistant:( MaireCogdell Editors:( ChristineBischoff BarbaraFedders JanetJohnson JaneWettach About(the(Southern(Coalition(for(Social(Justice((SCSJ):( SCSJisa501(c)3nonprofitorganizationfoundedinAugust2007inDurham,NorthCarolinabya multidisciplinarygroup,predominantlypeopleofcolor,whobelievethatfamiliesand communitiesengagedinsocialjusticestrugglesneedateamoflawyers,socialscientists, communityorganizersandmediaspecialiststosupportthemintheireffortstodismantle structuralracismandoppression.scsjpartnerswithcommunitiesofcolorandeconomically disadvantagedcommunitiesinthesouthtodefendandadvancetheirpolitical,socialand economicrightsthroughthecombinationoflegaladvocacy,research,organizingand communications.formoreinformation,visitwww.scsj.org. About(the(Youth(Justice(Project((YJP):( YJP,aprojectofSCSJ,iscommittedtoensuringfair,supportive,andeffectivepubliceducation andjuvenilejusticesystemsinnorthcarolina.yjp scurrentfocusisondismantlingtheschoolq toqprisonpipeline,asystemoflaws,policies,andpracticesthatpushstudentsoutofschooland intothejuvenileandcriminalsystems.formoreinformation,visitwww.youthjusticenc.org. July2015 2

3 I.( Introduction( AftermorethanadecadeofoverQrelianceonpunitive,exclusionaryschooldiscipline policiesandpractices, 1 positivereformisunderwayinnorthcarolina.forexample,in2011, thestate sschooldisciplinestatutewasoverhauledtoprohibitlocalschoolboardsfromtaking a zerotolerance approachtoschooloffensesandtoclarifydueprocessforstudentsfacing longqtermsuspension. 2 Advocacyorganizationsarecarryingoutschooldisciplinereform campaigns 3 andlocalschooldistrictsareworkingtoutilizealternativestosuspensionandto makedisciplinefairer. 4 Thecollectionandpublicationofschooldisciplinedatahaveimproved, andthisyear, 5 legislationtorequiremoredetaileddatawasintroducedinthegeneral Assembly. 6 Statewide,outQofQschoolsuspensionshavedeclineddramatically. 7 Progresstoward fairerandmoreproductiveschooldisciplineisclearlybeingmade.however,oneaspectof schooldisciplinehasgonelargelyoverlooked:alternativelearningprograms(alps).thisreport aimstochangethat. InNorthCarolina,statepolicydefinesALPsasservicesforstudentsatriskoftruancy, academicfailure,behaviorproblems,and/ordroppingoutofschool. 8 ALPsservestudentswho: aresuspendedand/orexpelled;areatriskofparticipationinjuvenilecrime;havedroppedout anddesiretoreturntoschool;haveahistoryoftruancy;arereturningfromjuvenilejustice settingsorpsychiatrichospitals;orhavelearningstylesthatarebetterservedinanalternative setting. 9 HighQqualityALPscanplayanimportantroleinhelpingstudentswhoneedadifferent modelofschoolingtoovercomingacademicandbehavioralstruggles. 10 TherearetwotypesofALPsinNorthCarolina:programsandschools. 11 Basicdifferences betweenanalternativeprogramandanalternativeschoolusuallyrelatetolocation,size, management,andaccountability. 12 Alternativeprogramsaretypicallylocatedwithinaregular ortraditionalschool. 13 Alternativeschoolstypicallyservestudentsinaseparatephysical locationandhaveadistinctschoolcodefromthedepartmentpublicinstruction(dpi),north Carolina sstateeducationagency. 14 Alternativeschoolsvaryfromtraditionalschoolsin teachingmethods,hours,curriculum,andotherareas. 15 SomeALPsarefullQtime;someare partqtime,suchashalfqdayoreveningprograms.dependingonthealp,instructionmaybe frominqpersonteachers,online,orablendedversionwithbothdirectinstructionbyateacher andonlinecourseworkonthecomputer. ThisreportislimitedinscopebecausereadilyavailableinformationaboutALPsinNorth Carolinaislimited.However,thisreportisintendedtocreateabetterunderstandingofALPs andtostimulatedialogueamonglawmakers,policymakers,educationleaders,andadvocates abouttheneedforadditionalinformationaboutalps.itisnotmeanttobeanallqencompassing evaluationofalpsinnorthcarolina.suchanundertakingwouldrequireaccesstodatathatis notpubliclyavailable.additionally,thisreportisnotacritiqueofstaffworkinginalps,who haveextremelydifficultjobsandwho,forthemostpart,arehardworkinganddedicatedto helping atrisk students. 3

4 UnderstandingALPsandtheireffectivenessisessentialbecauseover10,000students areplacedinalpseachyear,costingtaxpayersmillionsofdollarsannually.additionally,alps successfullyfulfillingtheirrehabilitativepurposeimpactsschoolclimateandsafetyforall students. Thisreportproceedsinthreeparts.First,itprovidesbackgroundinformationonALPsin NorthCarolina.Next,thereportsummarizespubliclyavailabledataonALPs,including demographic,academicachievement,discipline,andsafetydata.thereportconcludeswith recommendationsforfurtherstudyofalpsinnorthcarolina.theappendixofthereport summarizesimportantresearchonthecharacteristicsofhighqqualityalps. II.( Background:(ALPs(in(North(Carolina( A.( Standards(for(ALP(Programs(and(Services(( ( StatelawrequirestheStateBoardofEducation(SBE)todevelopstandardsforALPs. 16 ThesestandardsarepromulgatedinSBEpolicy,whichrequiresALPsto: provideprimaryinstruction; enrollstudentsforadesignatedperiodoftime,usuallyaminimumofoneacademic gradingperiod; offercoursecreditorgradeqlevelpromotioncreditincoreacademicareas;and providetransitionsupporttoandfrom/betweentheschooloforiginandthealp. 17 SBEpolicyalsostatesthatALPsmay: addressbehavioraloremotionalproblemsthatinterferewithadjustmenttoor benefitingfromtheregulareducationclassroom; providesmallerclassesand/orstudentqteacherratiosthantraditionalschools; provideinstructionbeyondregularschoolhours; provideflexiblescheduling;and/or assiststudentsinmeetinggraduationrequirements. 18 InadditiontoSBEpolicy,theDPIpromulgatesspecificrequirementsandstandardsfor ALPs. 19 TheDPIrequiresthatALPs: develop,inconsultationwithparentsandthesendingschool,apersonaleducationplan foreachstudent; 20 havestudentsandparentssignacontract,whichspecifiesthattheyacceptplacementin thealpandthattheywillabidebytheacademic,behavioral,andsocialexpectations establishedbythealp; 21 and affordstudentsanequalopportunitytocompleteacorecurriculumthattakesinto accountthespecialneedsofchildrenandincludesappropriatemodificationsfor 4

5 studentswithdisabilities,academicallyorintellectuallygiftedstudents,andstudents withdisciplineandemotionalproblems. 22 TheDPIfurtherestablishedsevenstandardsforALPsrelatedtomission,leadership,cultureand climate,professionaldevelopment,parentandcommunityinvolvement,curriculumand instruction,andmonitoringandassessment. 23 B.( Procedures(for(Establishing(ALPs( BeforeestablishinganALP,alocalboardofeducationmustdevelopaproposalto implementtheprogramorschoolthatincludesthefollowing: 24 educationalandbehavioralgoalsforstudentsassignedtothealp; policiesandproceduresfortheoperationofthealp,includingaddressingthe assignmentofstudentstotheprogramorschool; identifiedstrategiesthatwillbeusedtoimprovestudentachievementandbehavior; documentationthatsimilarprogramsandschoolshavedemonstratedsuccessin improvingtheacademicachievementandbehaviorofstudentsassignedtothem; estimatedcostofoperatingthealp;and documentedsupportofschoolpersonnelandthecommunityfortheimplementationof theprogramorschool. 25 ThelocalschoolboardmustthensubmittheproposaltotheSBEforitsreview.TheSBE mustreviewtheproposalexpeditiouslyand,ifappropriate,mayofferrecommendationsto modifytheproposal.finally,thelocalschoolboardmustconsideranyrecommendationsmade bythesbebeforeimplementingthealp. 26 C.( Placing(Students(in(ALPs( ( RequirementsforplacingstudentsinALPsderivefromstatestatutes,SBEstandards, andlocaleducationagency(lea)(i.e.,schooldistrict)guidelines. i.( State(Law( StatelawmandatesthatpriortoreferringastudenttoanALP,thereferringschool must:documenttheproceduresthatwereusedtoidentifythestudentasbeingatriskof academicfailureorasbeingdisruptiveordisorderly;providethereasonsforreferringthe studenttoanalp;andprovidetothealpallrelevantstudentrecords,includinganecdotal information.statelawfurthermandatesthatwhenastudentisplacedinanalp,the appropriatestaffofthealpmust:meettoreviewtherecordsforwardedbythereferring school;encouragetheparenttoprovideinputregardingthestudent sneeds;anddetermine whatsupportservicesandinterventionstrategiesarerecommendedforthestudent. 27 5

6 ii.( SBE(Standards( ( TheSBEstandardsforreferringandassigningstudentstoALPsincludethreephases handledbythreedifferentgroups:aschoolqbasedcommitteethatmakesareferral;amultiq disciplinaryteamthatreviewsthereferralandmakesanassignmentdecision;andstaffwho facilitatethestudent sentryintothealp. 28 Astudentwhoisdemonstratingsignificantacademic,social,and/orbehavioral difficultiesthatputshimorheratriskofschoolfailuremaybereferredbytheparent,guardian, teacher,orschooladministratortoastudentassistanceteam.theteamshould: reviewtheinformationthatdemonstratetheneedforareferraltoanalp; documenttheindividualsinvolvedinthedecision; documentparentalinvolvement,orthelackthereof; develop,expand,orreviseaninterventionactionplan; documenttherecommendedinterventionstrategies,resources,orservices; evaluateanddocumenttheeffectivenessofinterventions; reviewinterventionsandstudentprogress; makeavailableallevidentiaryinformationtotheentitythatmakestheassignment decision; providewritteninformationtotheparentsorguardiansconcerningdueprocessrights andtheappealsprocess; facilitatethetransferofthestudentforasuccessfultransitionintothealp; sendtothealpallrelevantstudentrecords,includinganecdotalinformation;and participateinthetransitionofthestudentbacktotheregularschool. 29 Whenaschoolhasexhaustedallavenuesofinterventionsandservicesavailabletoa studentasidentifiedthroughthestudentassistanceteam,theschoolmay,incollaboration withtheparent,referthestudenttotheentitythatmakesdecisionsforalp calleda multiq disciplinaryteam. A multiqdisciplinaryteam ismadeupofthreeormoreindividuals, includingtheparentsorguardians,whoshould: receiveandreviewthereferral; scheduleaplacementmeeting; providewrittennotificationtotheparentsorguardiansofthetime,place,anddateof themeeting; documenttheextentandeffectivenessoftheinterventionsidentifiedintheplanforthe student; documentevidentiaryinformationusedtosupportthereasonsforthereferral; documentparentalinvolvement,orthelackthereof; documenttheindividualsinvolvedinthedecision; providetothealpallrelevantstudentrecords,includinganecdotalinformation,ifa decisionismadetoplacethestudent; 6

7 ( advisetheparentsorguardiansofthestudent sdueprocessrightsandtheappeals process; providewrittennotificationtotheparentsorguardians,referringschool,andalpofthe decisiontoassignornottoassignthestudenttothealp;and providewrittennotificationtotheparentsorguardiansabouttheappealsprocessand rightofdueprocess. 30 Lastly,membersoftheALPstaffshould: meettoreviewalloftherecordsforwardedfromthereferringschooland/or committee; identifythestudent sstrengthsandareasofneedbasedonallavailabledata; amendordeveloptheinterventionactionplan,whichincludesthetargetdateofthe exit/transition,thecriteriausedindetermininggrowth,interventionstrategies, resources,andservices; provideawrittencopyoftheplantotheparentsorguardians; ensurethatindividualizededucationprograms(ieps)areimplementedforstudentswith disabilities;and encourageparticipationbytheparentsorguardiansduringthestudent speriodof enrollment. 31 ( Finally,SBEstandardsstatethatservicesshouldbeavailabletofacilitatestudents successfultransition(s)fromandtotheirregularschoolsandalps,orotherplacementssuchas trainingschoolsanddaytreatmentfacilities.theseservicesshouldensurethat: thestudent sacademicprogramisdesignedtokeephim/herontheappropriate graduationtrack; exitcriteriaexisttoassurethatthestudentisreturnedtothemostappropriate educationalsetting; appropriateassessmentsareprovidedasneeded; counselingorothersupportservicesareavailable; interventionsandsupportstrategiesareavailabletofacilitatestudents success;and positivecommunicationbetweenparentsorguardians,students,andschoolsis maintained. 32 iii.( LEA(Standards( InadditiontocomplyingwithstatelawandSBEstandards,eachLEAmusthave guidelinesforassigningstudentstoalps. 33 Theguidelinesmustinclude:adescriptionofthe programsandservicestobeprovided;aprocessforensuringthatanassignmentisappropriate forthestudentandthatthestudent sparentsareinvolvedinthedecision;andstrategiesfor providingalps,whenfeasibleandappropriate,forstudentswhoaresubjecttolongqterm suspensionorexpulsion. 34 7

8 iv.( Alternative(Education(Services(for(Suspended(Students( Asaresultofa2010decisionfromtheNorthCarolinaSupremeCourtandthenewstate schooldisciplinestatutethatincorporatesthisdecision,leasmustofferalternativeeducation tostudentswhoreceivelongqtermsuspensions,unlesstheleaarticulatesanimportantor significantreasonfordenyingsuchaccess. 35 ThestatuteprovidesanonQexhaustivelistof reasonsthatmaybesignificantorimportant: thestudentexhibitsviolentbehavior; thestudentposesathreattostafforotherstudents; thestudentsubstantiallydisruptsthelearningprocess; thestudentotherwiseengagedinseriousmisconductthatmakestheprovisionof alternativeeducationalservicesnotfeasible; educationallyappropriatealternativeeducationservicesarenotavailableinthelocal schooladministrativeunitduetolimitedresources;and thestudentfailedtocomplywithreasonableconditionsforadmittanceintoan alternativeeducationprogram. 36 IfthesuperintendentdeclinestoprovidealternativeeducationservicestothelongQterm suspendedstudent,thestudentmayseekreviewofsuchdecisionbythelocalboardof education.ifthestudentseekssuchreview,thesuperintendentmustprovidetothestudent andthelocalboard,inadvanceoftheboard sreview,awrittenexplanationforthedenialof servicestogetherwithanydocumentsorotherinformationsupportingthedecision. 37 D.( Evaluation(of(ALPs( TheSBEmustevaluatetheeffectivenessofALPs,includingmeasuringtheeducational performanceandgrowthofstudentsplacedinalps. 38 DPIusesatwoQpage ALPMonitoring Instrument thatevaluatesalpsinfiveareas:studentintakeandparentalinvolvement; leadershipandstaffing;curriculumandstudentdevelopment;instructionandassessment;and staffprofessionaldevelopment.ineacharea,therearetwotosevenstandards,foratotalof19 standards.alpsaregivenoneofthefollowingratingsforeachofthe19standards:doesnot meetrequirements;meetsrequirementsbutimprovementsneeded;meetsrequirements;or notapplicable. 39 MonitoringALPsispartofoneDPIstaffmember sjob.bycomparison,ateamof approximately10staffmembersandanadvisoryboardmonitorcharterschools, 40 whichare fewerinnumberthanalps. 41 TheDPIstaffmemberresponsibleforALPscompletesthe ALP MonitoringInstrument foreachalponceeverythreeyears. 42 ( ( 8

9 Additionally,localschoolboardsmustassess,onaregularbasis, 43 whetherthelea s ALP(s): complywiththestateboard sstandards; incorporatebestpracticesforimprovingstudentacademicperformanceandreducing disruptivebehavior; arestaffedwithprofessionalpublicschoolemployeeswhoarewelltrainedand providedwithappropriatestaffdevelopment; areorganizedtoprovidecoordinatedservices;and providestudentswithhighqqualityandrigorousacademicinstruction. 44 ( III.( Prevalence(of(ALPs(( Eachofthestate s115leasmusthaveatleastonealp;however,thesbemaygrant requestsreceivedfromlocalschoolboardsforwaiversofthisrequirement. 45 Accordingtothe DPI salpdirectory,therewere185alps 111alternativeprogramsand74alternativeschools inthestatein2013q Thevastmajorityofdistricts(86)hadoneALP;15districtshadtwoALPs;sixdistricts hadthreealps;robesoncountyhadfivealps;carteretcountyhadsevenalps;wakecounty hadninealps;andwinstonqsalemforsythcountyhad30alps(twoschoolsand28 programs). 47 Five(districts(do(not(have(an(ALP:ElkinCitySchools,JonesCounty,NewtonQ ConoverCitySchools,TyrrellCounty,andHalifaxCounty. 48 Thefirstfourdistrictsreceiveda waiverfromthedpi. 49 AccordingtoastaffmemberattheDPI,Halifaxproposedthecreationof analp,yetasofjanuary2015,thedistricthadneitherbegunoperatinganalpnorreceiveda waiver. 50 IV.( Student(Populations(in(ALPs( ThespecificgradelevelsservedbyALPsin2013Q14variedwidelyacrossthestate.The mostcommontypesofalpswereonesthatservedallmiddleandhighschoolgrades(33.5%); allhighschoolgrades(29.2%);andallmiddleschoolgrades(13.5%)(seefigure1).twenty( districts(had(an(alp(only(for(high(school(students,(and(did(not(have(an(alp(for(middle(or( elementary(school(students.onedistricthadanalpforstudentsingradesthreethrougheight, butdidnothaveanalpforhighschoolstudents. 51 AccordingtotheDPI,therewere12,403placementsof11,598studentsinALPsduring 2013Q14(somestudentswereplacedmorethanonce).Aftera10Qyearlowin2009Q10anda subsequentspikeinplacementsin2010q11,alpplacementsandstudentsinalpshavebeen steadilydeclining.from2005q06to2013q14,thenumberofplacementsandthenumberof studentsplacedbothdeclinedbyapproximately25%(seefigure2). 52 9

10 Figure1:GradelevelsservedbyALPs 53 Grades(Served( Number(of(ALPs(in(NC( Grades(Served( Number(of(ALPs(in(NC( KQ5 4 6Q8 25 KQ6 1 6Q12 62 KQ12 7 7Q8 1 1Q12 1 7Q Q Q12 3 8Q9 1 4Q11 1 8Q12 3 4Q12 1 9Q Q8 3 10Q11 2 5Q Q12 1 Figure2:NumberofALPplacementsandnumberofstudentsplacedinALPsovertime Q Q Q Q Q Q Q Q Q14 In2015,theDPIpublished,forthefirsttime,dataonthereasonsforstudent placementsinalps.thedatashowthat,during2013q14,themostcommonreasonsforalp placementswere chronicmisbehavior, academicdifficulty, andlongqtermsuspension(see Figure3). 55 North(Carolina s(alps(are(intensely(segregated(by(gender,(race,(and(class.male students,blackstudents,andeconomicallydisadvantagedstudentsdisproportionatelymakeup thealpstudentpopulation.placementofmalestudentsinalpsoccurredat2.1timestherate offemalestudents.placementofblackstudentsinalpsoccurredat2.4timestherateofwhite students.blackstudentswere26%ofthestudentpopulationin2013q14,butreceived46%of allplacementsinalpsduringthesameyear(seefigure4).studentswithdisabilitiesandninth gradestudentsarealsodisproportionatelyplacedinalps(seefigures5and6) ALPPlacements StudentsPlacedinALPs

11 Figure3:ReasonsforstudentplacementsinALPs(2013Q14) 57 Reason(for(Placement( Percent(of(Total( Placements( Chronicmisbehavior( 25.8 Academicdifficulty( 20.5 PlacedinsteadoflongQtermsuspension( 18.1 Studentand/orparentchoice( 12.9 Academicaccelerationorcreditrecovery( 5.7 Emotionaland/orpsychologicalproblems( 4.3 Attendanceproblems( 3.4 TransferfromanotherALPorfacility 3.2 PlacedafterIndividualizedEducationProgramTeammeetingforacademicreasons 2.0 Dropoutrecovery 1.7 Personaland/orfamilyproblems 0.9 Felonycharge 0.8 PregnancyQrelated 0.7 Figure4:DisciplinaryassignmentstoALPsbyrace(2013Q14) %oftotal Student Populaion %ofdisciplinary Assignmentsto ALPs %ofall Assignmentsto ALPs Figure5:DisproportionateplacementsinALPs(2013Q14) 59 ( %(of(total(student( Population( 0 American Indian Asian Black Hispanic MuliQRacial White %(of(disciplinary( Placements(in(ALP( %(of(all(alp( Placements(( Male(Students( Black(Students( Ninth(Grade(Students( Students(with(Disabilities(

12 Figure6:ALPplacementsbygradelevel 60 Grades( KQ Placements( ,265 1,714 2,990 2,211 1,761 1,603 TheDPImakesdataavailableaboutthepercentofstudentseligibleforfreeorreduced pricelunch( economicallydisadvantagedstudents )forschoolsacrossthestate.dataare availablefor61ofthe185alps.statewide,57.6%ofallstudentsareeligibleforfreeorreduced pricelunch,yetinthe61alpsforwhichdataareavailable,91.4%ofstudentsareeligiblefor freeorreducedpricelunch(seefigure7).inmorethanhalfofthealps,100%ofstudentsare economicallydisadvantaged. 61 Figure7:PercentageofstudentseligibleforfreeorreducedpricelunchinALPs(2013Q14) 62 Number(of(ALPs( Q9.9 10Q Q Q Q Q Q Q Q Q100 V.( Academic(Outcomes( Unfortunately,longitudinaldatacomparinghowstudentsperformedbefore,during, andafterbeinginalpsisnotpubliclyavailable,andthedpidoesnotproducesuchanalyses. Thus,thisreportonlyprovidesasnapshotofstudentperformanceonstandardizedtestswhile innorthcarolina salps,andthatsnapshotshowsthatstudentsaredoingpoorly.whileitmay betruethatstudentsinalpsgenerallydonotperformwellonstandardizedtestsintraditional schools,alps,withsmallerclasssizes,moreservices,andacentralmissiontoimprove academicandbehavioraloutcomesforstrugglingstudentsshouldbeproducingbetterresults i.e.,helpstudentsimprove,notstagnateorperformworse. EndQofQgrade(EOG)examsinreadingandmatharetakenbyallstudentsinthestatein gradesthreethrougheight,andbyallstudentsinthatstateingradesfiveandeightinscience. 63 During2013Q14,55.7%ofstudentsacrossallpublicschoolsweregradelevelproficientonallof theireogexams.dataoneogexamswereprovidedfor52alpsthatservemiddleschool students.at(41(of(those(alps,(fewer(than(25%(of(students(were(grade(level(proficient(on(all(of( their(eog(exams.incontrast,noneofthetraditionalpublicschoolsinschooldistrictswhere Percent(of(Students(Eligible(for(Free(or(Reduced(Price(Lunch(in(the(ALP( 12

13 the52alpsarelocatedhadfewerthan25%ofstudentsscoringatgradelevelproficientonall oftheireogexams(seefigure8). 64 Figure8:EOGexamproficiencyinthe52ALPsservingmiddleschoolstudentsforwhichdata areavailable(2013q14) Number(of(ALPs( Q9.9 10Q Q Q Q Q Q Q Q Q100 Percent(of(Students(in(ALP(Who(Were(Grade(Level(Proficient(on(All(EOG(Exams( EndQofQcourse(EOC)examsaretakenbyallhighschoolstudentsinthestateinMathI, Biology,andEnglishII. 66 Statewideduring2013Q14,58.6%ofpublicschoolstudentsweregrade levelproficientonalloftheireocexams.among(the(56(alps(serving(high(school(students(for( which(eoc(exam(data(are(available,(all(but(three(had(fewer(than(25%(of(students(scoring( grade(level(proficient(on(all(of(their(eocs.incontrast,noneoftheleaswherethe56alpsare locatedhadfewerthan25%ofstudentsscoringgradelevelproficientonalloftheireocexams. At26ofthe56ALPs,proficiencyratesonallEOCexamswereinsingledigits(seeFigure9). 67 Figure9:EOCexamproficiencyinthe56ALPsservinghighschoolstudentsforwhichdataare available(2013q14) Number(of(ALPs( Q9.9 10Q Q Q Q Q Q Q Q Q100 Percent(of(Students(in(ALP(Who(Were(Grade(Level(Proficient(on(All(EOC(Exams( 13

14 VI.( Discipline ALPssuspendstudentsoutQofQschoolatsignificantlyhigherratesthantraditional schools.thedpi sannualreportcardsprovideshortqtermsuspension(sts)ratesfor70alps. During2013Q14,41(of(these(ALPs(had(a(STS(rate(that(was(greater(than(100(short\term( suspensions(for(every(100(students.twentyqthreealpsgave,onaverage,atleasttwoshortq termsuspensionsforeveryonestudent(seefigure10).incontrast,thestatewideshortqterm suspensionratewas13.1shortqtermsuspensionsforevery100studentsforelementary schools,13.5shortqtermsuspensionsforevery100studentsformiddleschools,13.5shortqterm suspensionsforevery100studentsforhighschools,and13.4shortqtermsuspensionsforevery 100studentsforallschoollevels. 69 Figure10:ALPswiththehighestSTSratesin2013Q14 70 ALP( School(District( STS(Rate(( (Per(100(students)( BraggStreetAcademy Lee WayneMiddle/HighAcademy Wayne SouthCampusCommunityMiddleSchool Johnston TurningPointAcademy CharlotteQMecklenburg MainStreetAcademy WinstonQSalemForsyth CenterforInnovativeLearning Granville AnsonChallengeAcademy Anson BeaufortCountyEdTechCenter Beaufort TurningPointAcademy Cleveland MiltonDanielsLearningCenter Wilson StanlyAcademyLearningCenter Stanly LakeviewSchool Durham UnionAcademy Macon LeakStreetAcademy Richmond HendersonIndependentHighSchool RowanQSalisbury H.L.TriggCommunitySchool ElizabethCity/Pasquotank MeadowbrookSchool Stokes STARAcademy Harnett WarlickAcademy Gaston CommunityLearningCenteratPinckey Moore KingswoodSchoolattheChildren shome WinstonQSalemForsyth AshburySchool Lincoln SouthProvidenceSchool Union Asisthecasewithstandardizedtestscores,datatocomparestudents behaviorbefore, during,andafterbeinginalpsarenotpubliclyavailable.similarly,dataarenotpublicly availabletodeterminewhetherindividualstudentsinalpsaresuspendedmoreorless 14

15 frequentlyinalpsthantheywereintraditionalschools.itisclear,however,thatalpsare suspendingstudentsatexceedinglyhighrates. VII.( Safety( StatelawrequirestheSBEtodefineandcompileanannualreportaboutschool violence. 71 TheSBEhasdefined16criminalacts called reportableacts thatareincludedin itsannualreport. 72 Anecdotalevidencesuggests,however,thatdeterminingwhatbehaviors are reportableacts isstillsubjective,andreportingacrossschoolsandleasisinconsistent. AccordingtotheDPI,thestatewiderateofcrimeandviolencewas0.80per100 studentsduring2013q Incontrast,therateinmostALPswassignificantlyhigher.School crimeandviolencedataareavailablefor59alps.fortyqsixofthese59alpshadcrimeand violencerateshigherthanstatewideaverages;yet12ofthe13alpsreportedacts.fourteen ALPshadrateshigherthan10per100.Interestingly,theALPwith,byfar,thehighestrate 57.1actsper100students waswarrenwilliamselementaryalternativeschoolinleecounty Schools,whichservesstudentsinkindergartenthroughfifthgrade. 74 VIII.( Evaluation(Results In2013Q14,DPIcompleted monitoringreports for39alps.thereportsconsistedofa standard,threeqpageform.theformisessentiallyarubricwithfivesections:student Intake/ParentInvolvement;Leadership/Staffing;CurriculumandStudentDevelopment; InstructionandAssessment;andStaffProfessionalDevelopment.Eachsectioncontainstwoto sevenmetrics,foratotalof19metrics.foreachmetric,thealpreceivesoneoffouroptionson aratingscale:n Doesnotmeetrequirements;MI Meetsrequirementsbutimprovements needed;m Meetsrequirements;orNotapplicable.Finally,thethirdpageoftheformis designedforcommentsthatcorrespondtothesectionsandmetrics. 75 ThereportsshowthatALPsmetthevastmajorityofrequirements.However,theDPI alsofoundconcerningviolations.themostcommonviolationswere:staffwithfewerthanfour yearsofexperience(21alps);classsizesabovethemaximumstudentqteacherratio(sixalps); andfailuretoprovidestudentswithpersonaleducationplans(peps)(fivealps). 76 ( IX.( Further(Inquiry( ThebasicdataaboutNorthCarolina salpsanalyzedabove demographics, standardizedtestscores,discipline,andsafety aredisturbing;however,muchmoreneedsto beknowntodeterminetheareaswherealpsaresucceeding,wheretheyarestruggling,and howtodevelopaplanforreform. ThelaststatewideevaluationofALPsinNorthCarolinaoccurredoveradecadeago.The GeneralAssemblyandSBEshouldinitiateacomprehensive,longitudinal,independent 15

16 evaluationofalps.thestudyshouldanswerthefollowingquestionsforalpprogramsand schools: Location,(Design,(Curriculum,(and(Programming( WhereareALPslocated e.g.,inatraditionalschool,inastandalonestructure,or someplaceelse? IstransportationprovidedtostudentsinALPs? IsfreeorreducedpricelunchprovidedtoeligiblestudentsinALPs? Whatinstructionalresources e.g.,books,scienceequipment,computersandother technology,etc. areavailableinalpsandhowdotheseresourcescomparetowhatis availableintraditionalschools? Whatcourses e.g.,electives,honors,andadvancementplacement areofferedinalps? WhatcoQcurricularandextracurricularactivitiesareofferedinALPs? HowisinstructiondeliveredinALPs e.g.,viacomputer,inqpersoninstruction,some combinationofcomputerandinqperson,etc.?howdostudentsparticipatinginonlinealps receivesupport? WhatareschedulesforALPs e.g.,fullqday,fullqweek,partqtime,evening,etc.? Whattargetedinterventions e.g.,academic,behavioral,mentalhealth,etc. areused? AreIndividualizedEducationPrograms(IEPs),504Plans,andLanguageAssistancePlans (LAPs)followedwithfidelityinALPs? AreanyLEAscontractingwithprivatecompaniestorunanALP?Ifso,howarecreditsearned bystudentsrecordedwhentheyreturntoatraditionalschool? ForALPsthatdonothaveanALPforelementaryormiddleschoolstudents,dolongQterm suspendedelementaryandmiddleschoolstudentshaveaplacewheretheycantakethe EOGsexams? Staffing( Whatspecializedtrainingdoesstaffreceive? Howexperiencedarestaffcomparedtostaffintraditionalschools? WhatarestudentQtoQteacherratiosinALPs?Howdotheseratioscomparetotheratiosin traditionalschools? WhatarestudentQtoQsupportstaff i.e.,counselors,socialworkers,psychologists,and nurses ratiosinalps?howdotheseratioscomparetotheratiosintraditionalschools? HowdoesstaffturnoverinALPscomparetothatintraditionalschools? Students( WhatarethecharacteristicsofstudentsinALPs,including: o Referringschool; o Grade; o Gender; 16

17 o Race; o Socioeconomicstatus; o Disabilitystatus;and o Englishlanguagelearnerstatus? WhyarestudentsreferredorplacedinALPs? WhatistherecidivismrateforstudentswhoareassignedtoALPswhentheyreturnto traditionalschools? Outcomes(and(Effectiveness( WhatimpactsdoALPshaveonstudentachievement?Howdostudents standardizedtest scoreschangebefore,during,andafterplacementinanalp? WhatimpactsdoALPshaveonstudentattendance?Howdoesstudents attendancechange before,during,andafterplacementinanalp? WhatimpactsdoALPshaveonstudentbehavior?Howdostudents ratesofofficereferrals andsuspensionchangebefore,during,andafterplacementinanalp? Towhatextentdoesprogramdesign(e.g.,partQtimeversusfullQtimescheduling,inQclass versuscomputerqbasedinstruction,andlocatedintraditionalschoolversusaseparate school)impactstudentoutcomes? DoLEAsacrossthestateconsistentlysharecommonsdefinitionsthatmakecomparing outcomespossible? Safety(and(Discipline( Howdosecuritymeasures e.g.,metaldetectors,lockersearches,caninesearches,security guards,lawenforcementofficers,etc. inalpscomparetothoseintraditionalschools? HowdoschoolQbasedarrestsandcourtreferralsinALPscomparetothoseintraditional schools? HowdoratesofsuspensionsinALPscomparetothoseintraditionalschools?Whatoffenses resultinsuspensioninalps,andhowdothoseoffensescomparetothereasonsstudentsare suspendedintraditionalschools? Howdo reportableacts differbetweenalpsandtraditionalschools bothintermsof typesandfrequencyofacts? WhatalternativestosuspensionarebeingusedinALPs? WhatimpactsdoALPshaveonstudentbehavior?Howdostudents officereferralsand suspensionschangebefore,during,andafterplacementinanalp? Funding(and(Equity( DosomeLEAsneedmoreALPseats,eitherinexistinggradesservedbyALPsorinnewgrades notyetservedbyalps? 17

18 HowareLEAswithoutALPsentirelyorwithoutALPsforcertaingradelevelscomplyingwith statelawrequiringalternativeeducationtobeofferedtolongqtermsuspendedstudents unlessanimportantreasonisarticulated? DoLEAscurrentlyhaveadequatefundingforALPs?Ifnot,howmuchadditionalfundingis needed? WhatareLEAsdoingwithstateandfederalfundingallocatedforspecificservicesonaper studentbasis e.g.,transportation,freeorreducedpricelunch,etc. whenthoseservices arenotprovidedtostudentsinalps? Whatiscausingthesocioeconomicandracialdisparitiesbetweenstudentpopulationsin ALPsandstudentpopulationsintraditionalschools? Data(and(Accountability( IsDPI'smonitoringandevaluationofALPsadequate?Ismorefrequentandrobustevaluation needed? HowcanALPdatacollectionandpublicationbeimproved? AreLEAscomplyingwithstatestatutesandSBEstandardsforreferringstudentstoALPs? Whoisresponsibleforensuringcompliance? Arelocalschoolboardscomplyingwiththestatutoryrequirementthattheyassess,ona regularbasis,thelea salp(s)?whoisresponsibleforensuringcompliance?whoreviews theassessments? ( ( ( 18

19 X.( Appendix:(ALPs(Generally( Fewresearchstudiesontheeffectivenessofalternativeeducationhavebeen conducted. 77 Existingresearchshowsmixedandconflictingresults. 78 Generalizingisdifficult becausealternativeeducationvariesgreatly. 79 Thereisevidencethat atqrisk studentsserved inawellqdesignedalternativeschoolorprogramperformbetterthaniftheyhadnotattended thealternativeschoolorprogram. 80 Ontheotherhand,somealternativeprogramsandschools aredumpinggroundsorholdingtankswithastrict,punitive,coerciveapproach. 81 Listedbelowarequalitiesofeffectivealternativeeducationfor atqrisk studentsthat researchershaveidentified. 82 Notably,researchalsoshowsthatwhetherastudentchoosesto beinanalternativeschoolorprogramorisforcedtoattendsuchaschoolorprogramcan impactthestudent ssuccess.thequalitiesbelowarelargelydrawnfromalternativeschools andprogramsthatareinitiatedtoprovideasupportiveenvironmentforstudentswhostruggle inthemainstreamenvironment,notschoolsandprogramsthatarecreatedsolelyasa disciplinarymeasureand/ortocomplywithstatelaw. Culture,(Climate,(and(Community( Aphilosophythatemphasizesthatitistheeducationalapproachratherthantheindividual studentthatneedstobechangedtoaccommodatelearningdifferencesamongatqrisk students Astrongsenseofvision,mission,andgoalsthataredevelopedandsharedbyallstaff Respectful,positive,trusting,andcaringrelationshipsamongstaff,andbetweenstudents andstaff Anunderstandingofandsensitivitytoacademic,behavioral,cultural,anddevelopmental needsofstudents Highexpectationsforpositivesocial,emotional,behavioral,andacademicgrowthforall students AstudentQcenteredatmospherewithopportunitiesforyouthtolead,buildskills(e.g.,social, communication,leadership,etc.),andhaveavoiceinschoolmatters(e.g.,useof collaborative,multidisciplinarycommitteesthatincludestudents) Programsthatgivestudentsasenseofbelonging(e.g.,serviceQlearning,mentoring,peer tutoring,etc.) Clearrules,andapositive ratherthanapunitive emphasisonbehaviormanagement Highlystructuredclassrooms SmallclasssizeandlowstudentQteacherratios 19

20 Academics( Effectiveandengaginginstruction HandsQonlearning Rigorous,challenging,andrelevantcurriculum(e.g.,opportunitiesforcareerexploration, schoolqtoqwork courses,and reallifelearning ) Opportunitiestoparticipateinelectives/nonQcorecontentareas Individualizedacademicplans/personalizedlearningplans Flexiblescheduling Academiccounselingandsupport Variedtypesofassessments Innovativepresentationofinstructionalmaterials Services( Integrationofspecialeducationservices Functionalbehavioralassessmentsandbehavioralinterventionplans Transitionassistance,bothforincomingandoutgoingstudents Wraparoundservicesthataddressthewholechild(e.g.,physicalhealth,mentalhealth,social services,etc.) Socialskillsinstruction Parenttraining Transportationandfoodservices Personnel( Qualified,caring,enthusiastic,committed,skilled,wellQtrainedstaffwhochoosetoworkin theprogramorschool Administratorswhoarecompetent,dynamic,supportive,genuine,andstrongleaders Ongoingprofessionaldevelopment Continuityinstaff Staffmemberscreatewrittenprofessionaldevelopmentplansandaprofessionallearning communitythatencouragesthesharingofsuccessesandgrowthareas Connectedness( Strongcommunityconnections DistrictQwidesupport Administrativeandbureaucraticautonomyandoperationalflexibility Workingrelationswithallpartsoftheschoolsystem Parentengagement Opinionsandparticipationoffamilymembersintheeducationoftheirchildrenisvalued, andstudents familiesaretreatedwithrespect 20

21 Resources( Clean,wellQmaintained,safefacilities Adequate,stable,anddiversefunding Accountability( Ongoingprogrammonitoringandevaluation Annualsurveystostudents,parents,andstaff ( ( ( 21

22 XI.( Endnotes( 1 SeeN.C.Dep t.pub.instruction,annual3reports,3publicschoolsofnorthcarolina:buildingonsuccessforsuperior SCHOOLS, 2 3See3H.B.736,2011Leg.,282 nd Sess.(N.C.2011);see3also3DukeLawNews,North3Carolina3has3a3New3School3 Discipline3Law,3DUKELAW(June28,2011), 3 See3e.g.,AdvocatesforChildren sservicesoflegalaidofnorthcarolina,coalitionofconcernedcitizensfor AfricanAmericanChildren,CouncilforChildren srights,educationjusticealliance,northcarolinaheroes EmergingAmongTeens,OneNetworkforEducationCharlotte,ParentsSupportingParents. 4 GlenBurkins,CMS3Will3Outline3New3Plan3to3Reduce3Student3Suspensions,QCITYMETRO:JOINTHECOMMUNITY(August 1,2014), 93.cfm;TaraLynn,Parents3and3Educators3Discuss3Durham3School3Suspension3Rates,WRAL.COM(December07, 2013), durham/ /;marquitabrow,black3male3initiative3working,3officials3say,greensboro.com(august6,2013), 11e2Q8abdQ001a4bcf6878.html;T.KeungHui,Wake3County3Presents3Plan3for3Equitable3Student3Discipline,THENEWS &OBSERVER(May11,2015), 5 See3Annual3Reports,3supra3note1. 6 H.B.819,2015Gen.Assembl.,Reg.Sess.(N.C.2015). 7 See3Annual3Reports,3supra3note1. 8 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(C)(2004). 9 Id. 10 Theterm alternativeeducation canmeannonqdisciplinarymodelsofalternativeeducation,suchasmagnet schools,charterschools,homeschools,etc.thisreportisnotaboutthose. 11 N.C.Dep tpub.instruction,3policies3and3procedures3for3alternative3learning3programs3and3schools3kj12,public SCHOOLSOFNORTHCAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS,2, 12 N.C.Dep t.pub.instruction,3report3to3the3north3carolina3general3assembly,3publicschoolsofnorthcarolina: BUILDINGONSUCCESSFORSUPERIORSCHOOLS,3102, 13 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(C)(2004). 14 TheDPIischargedwithimplementingthestate'spublicschoollawsandtheSBE'spoliciesandprocedures governingpreqkindergartenthrough12thgradepubliceducation; N.C.Dep t.pub.instruction,implementation3and3procedures,publicschoolsofnorthcarolina:buildingonsuccess FORSUPERIORSCHOOLS, 15 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(D)(2004). 16 N.C.Gen.Stat. 115CQ12(24)(2014). 17 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(C)(2004). 18 Id N.C.Dep t.pub.instruction,organization,publicschoolsofnorthcarolina:buildingonsuccessforsuperior SCHOOLS, See3generally,3N.C.Gen.Stat. 115C,Art.III. 20 N.C.Dep t.pub.instruction,alternative3learning3programs3and3schools:development,3implementation3&3 Operations,PUBLICSCHOOLSOFNORTHCAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS,28, 21 Id Id.3at Id.3at8Q9. 24 N.C.GEN.STAT. 115CQ105.47A(a)(2014). 25 ForacopyofDPI sproposalform,visit: 26 N.C.GEN.STAT. 115CQ105.47A(2014). 22

23 27 N.C.GEN.STAT. 115CQ105.48(2014). 28 N.C.GEN.STAT. 115CQ12(24)(2014);16N.C.A.C.06G.0313(2005). 29 Policies3and3Procedures3for3AlternativeLearning3Programs3and3Schools3Grades3KJ12,supra3note Id.3at Id.3at N.C.Dep t.pub.instruction,supra3note20at31q2. 33 N.C.GEN.STAT. 115CQ47(32a)(2014). 34 Id. 35 See3Kingv.BeaufortCountyBoardofEducation,364N.C.368,371Q72,704S.E.2d259,265(2010)(citations omitted). 36 N.C.GEN.STAT. 115CQ390.9(a)(2014). 37 N.C.GEN.STAT. 115CQ390.9(b)(2014). 38 N.C.GEN.STAT. 115CQ12(24)(2014);16N.C.A.C.06G.0313(2005). 39 N.C.Dep t.pub.instruction,tools,publicschoolsofnorthcarolina:buildingonsuccessforsuperiorschools, 40 N.C.Dep t.pub.instruction,staff3directory,publicschoolsofnorthcarolina:buildingonsuccessforsuperior SCHOOLS, 41 N.C.Dep t.pub.instruction,schools,publicschoolsofnorthcarolina:buildingonsuccessforsuperiorschools, 42 EQmailfromKenGattis,SeniorResearchandEvaluationCoordinator,SafeandHealthySchoolsSupportDivisions, tobarbarafedders(jan.22,2015)(onfilewithauthor). 43 Statelawdoesnotdefine regularbasis. 44 N.C.GEN.STAT. 115CQ47(32a)(2014). 45 N.C.GEN.STAT. 115CQ105.26(c1)(2014). 46 N.C.Dep t.pub.instruction,north3carolina3alternative3schools3and3alternative3learning3programs,public SCHOOLSOFNORTHCAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS, 47 See3Id.3 48 SeeId. 49 Gattis,supra3note42(EQmailreceivedonDec.19,2014). 50 Id.3(EQmailreceivedonJan.1,2015). 51 SeeNorth3Carolina3Alternative3Schools3and3Alternative3Learning3Programs,supra3note Annual3Reports,3supra3note1. 53 N.C.Dep t.pub.instruction,report3to3the3joint3legislative3education3oversight3committee,117, 54 Annual3Reports,3supra3note1. 55 Report3to3the3Joint3Legislative3Education3Oversight3Committee3(2015),supra3note53at Id.3at116Q Id.3at Id.3at111, Id.3at116Q N.C.Dep t.pub.instruction,3report3to3the3joint3legislative3education3oversight3committee3(2015), 61 See3N.C.Dep t.pub.instruction,data3&3reports, 62 Id. 63 N.C.Dep t.pub.instruction,north3carolina3endjof3grade3mathematics3tests3grades33j8,publicschoolsofnorth CAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS, 64 N.C.Dep t.pub.instruction,n.c.3school3report3cards3(2013j14),publicschoolsofnorthcarolina:buildingon SUCCESSFORSUPERIORSCHOOLS, 65 Id.3 23

24 66 N.C.Dep t.pub.instruction,north3carolina3endjofjcourse3tests,publicschoolsofnorthcarolina:buildingon SUCCESSFORSUPERIORSCHOOLS, 67 N.C.3School3Report3Cards3(2013J14),supranote Id. 69 Id. 70 Id. 71 N.C.GEN.STAT. 115CQ12(21)(2014). 72 N.C.Dep t.pub.instruction,report3to3the3joint3legislative3education3oversight3committee,7,120,( 73 Thisaccordingtothestatereportcard.However,theAnnual3Reportsays6.8. Report3to3the3Joint3Legislative3Education3Oversight3Committee,supra3note72at9. 74 NC3School3Report3Cards3(2013J14),supra3note Gattis,supra3note42(EQmailreceivedJan.16,2015). 76 Id.3 77 TaryTobinet.al,Alternative3Education3Programs3for3AtJRisk3Youth:3Issues,3Best3Practice,3and3Recommendations3 (1999),3, 78 BetsyBrownRuzziet.al.,Academic3Programs3in3Alternative3Education3An3Overview3(2006),5, 79 KellyE.Cableet.Al,Alternative3Schools:3What s3in3a3name(2009),2, 80 TaryTobinet.al,3supra3note AnnFitzsimonsQLovett,Alternative3Education3Programs:3Empowerment3or3Entrapment?,in3ADDRESSINGTHESOCIAL, ACADEMIC,ANDBEHAVIORALNEEDSOFSTUDENTSWITHCHALLENGINGBEHAVIORININCLUSIVEANDALTERNATIVESETTINGS,37,39 (LyndalM.Bullock&RobertA.Gableeds.,2001). 82 SeeNationalAlternativeEducationAssociation,Exemplary3Practices32.0:3Standards3of3Quality3and3Program3 Evaluation320143(2014), pdf;TrentAtkinset.al,Alternative3Schools3Information3For3Families,3, t.pub.instruction,casestudiesofbestpractices AlternativeSchoolsandPrograms1998Q99(March2000),xvi xx, al.,supra3note79at31;laudany.aron,an3overview3of3alternative3education3(2006),12q13, DevelopmentServicesGroup,Alternative3Schools,1,availableat Prevention,3Creating3Safe3and3DrugJFree3Schools(September1996),66,availableat Alternative3Education3Programs:3Final3Grant3Report,ii,availableat Alternative3Education:3A3Brief3History3and3Synthesis3(February2002),33,availableat 24