Still Waiting for Genuine Accountability: Madison Issues Third Draft of Behavior Education Plan

The Madison Metropolitan School District (MMSD) recently issued its 3rd draft of its Behavior Education Plan, and given my current experience representing clients who are suffering due to the school district’s current inflexible zero tolerance discipline policy, the school board should act as quickly as possible to adopt a new approach.  This version was accompanied by the first draft of a document entitled, Implications for Practice, which has not been posted to the MMSD’s web site, but I can e-mail a copy to you at your request.

Like the 2nd draft, there are separate plans for Elementary School Students and Middle & High School Students.  As I mentioned when I analyzed the 2nd draft, there is very little difference between these two plans, and I continue to urge the school board to consolidate the plans and simply identify different treatment for different ages if and when appropriate.

The good news about the 3rd draft is that all of the positive elements from the 2nd draft remain intact which should result in moving the school district

away from zero-tolerance policies and exclusionary practices toward proactive approaches that focus on building student and staff skills and competencies, which, in turn, lead to greater productivity and success.

The 3rd draft goes one step further by stating that the school district believes

that children learn by pushing and testing limits, getting feedback about their behavioral choices and making the changes needed to become contributing members of a community of learners.

This version continues “to reflect a district commitment to student equity,”  and sets forth many positive purposes behind the Behavior Education Plan.

Sadly, however, despite my urging, and despite statements within both the plan and the Implications for Practice document that accountability is part of the plan, there are absolutely no measurable goals set forth in the plan!  How can anyone be held accountable if the plan has no measurable goals?

Moreover, the entire Plan continues to fail to adopt these key provisions:

  • A commitment that no educational time will be lost due to disciplinary removals; and
  • Elimination of racial and disability disparities in the district’s disciplinary practices.

Unfortunately, although the plan continues to trumpet the “rights and responsibilities” of students, parents & guardians, teachers & staff, administrators, central office staff and the Board of Education, the plan remains silent regarding the consequences of any failures to honor those rights or fulfill those responsibilities.

The Implications for Practice document clearly states that,

Every school will be held responsible for quality implementation of the BEP.

But there is no mention of how each school, and more importantly, each individual who is responsible for implementation of the BEP will be held responsible.

The best way to hold the district and each school accountable is to set forth specific measurable goals.  For example, the most recent available discipline data is for the 2011-12 school year.  It shows the following disturbing statistics in MMSD:

  • 2,169 students were suspended (8.1% of all students)
  • Over half of those suspended students, 1,278, were African American (23.7% of all African American students)
  • Nearly half of those suspended students, 902, had disabilities (22.7% of all students with disabilities)

If the district is serious about changing its practices, it should set district and school specific goals for reducing all of these numbers and these gross disparities.

Similarly, since more time in school is directly related to improved school performance, the school district should also set forth specific district-wide and school specific goals to improve these dismal graduation rates, which in the most recent reporting year of 2011-12 shows:

  • Only a 74.6% 4 year graduation rate;
  • A 63.2% Latino 4 year graduation rate;
  • A horrific 53.1% African-American 4 year graduation rate; and
  • An even worse 46.2% 4 year graduation rate for students with disabilities.

If the MMSD School Board and Administration is serious about accountability for implementing a new progressive Behavior Implementation Plan, it will set forth 1, 3 and 5 year goals for reducing its horrendous suspension rates and increasing its dismal graduation rates. They should then bask in the community’s praise for achieving those goals, or accept full responsibility for failure to achieve those targets and adjust their actions accordingly in order to improve the district’s performance.  If the school board and administration fail to set specific goals for improvement, then community advocates must set those goals for the district and hold the district and its leaders accountable.  Failure to do so will perpetuate the MMSD’s continual feeding of the schools to prison pipeline.

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For more information on how I can help you accomplish effective, progressive systems change e-mail Jeff Spitzer-Resnick or visit Systems Change Consulting.

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