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Educational administrators are charged with ensuring school is a safe place for learning to take place. However, sometimes student behaviors disrupt this environment. When disruptions take place, administrators must analyze constitutional, judicial, statutory, and administrative laws to ensure consequences preserve student's rights and are legal. One consequence used when student behavior violates the student handbook is suspension. Although this is used to curtail misbehavior, it should be used sparingly because it causes educational gaps. This topic is important for administrators because it effects both student safety and individual rights.
I would like to become an educational administrator in Belton Independent School District. The audience for this padlet is K-12 administrators in the district. After reviewing this padlet, every administrator will work to follow all laws when determining consequences for misbehavior and providing students with due process when the situation dictates. This continuous work will help maintain the districts reputation and help decrease the chances of legal liability.

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Amanda Necessary is an Assistant Principal at South Belton Middle School and has been for the past 3 years. Prior to this position, she worked with Windham School District as a GED teacher and a counselor. She has also been a high school counselor and the Director of the Career and Technical Education program at Belton High School. All of these experiences give her a rich and unique perspective on student suspension. Since she has worked with prisoners who had a history of discipline issues in school, she knows what can happen to students when suspension is used excessively.
Question #1: Why do administrators need to know about school suspension of students?
"Since each situation is unique and the interpretation of the disruptive behavior is subjective, administrators need to be on the same page across a district to ensure the safety ad security of the learning environment. But this should be a last resort tool because although it stops behavior in the moment, it creates educational gaps for students."
Question #2: How does student suspension impact education?
"School suspension creates gaps in students education. Whether the student  has been given in-school suspension or out-of-school suspension, instructional minutes are lost. Students also miss out on interactions with their peers as well as their teachers. When the suspension is an out-of-school suspension, the students are often unsupervised and can get into additional trouble. Administrators should work to exhaust all options (when possible) to keep students in school to help them achieve their academic goals."
Question #3: What are some best practices used when dealing with student suspension?
"Some of the options we use are conferences with the student about their behavior, parent conferences, lunch dhall, short term in school suspension, long term in school suspension, and out-of-school suspension. The use of these practices depends on the severity of the behavior. In instances of gang affiliation, weapons, drugs, and alcohol, the district guidelines determine the consequence (out-of-school suspension). In these instances, a hearing is held to provide students with their due process rights."
Question #4: What is an emerging issue with school suspension?
"The major issue with student suspension is missed instruction. The more often students are suspended the larger their education gaps become. The students fall behind and upon return may continue to be disruptive because they do not possess the skills needed to complete tasks."
Question #5: How will this issue impact education in the future?
"The continuous suspension compounds the issue of educational gaps and puts students at risk of not graduating".
This interview gave me a better understanding of why administrators deal with student behavior the way they do. Administrators have to follow federal, state, and local laws when determining consequences of student actions. Some situations are black and white, but quite often there are  multiple factors administrators must consider before giving a student a consequence. It is extremely important the administrator work with stakeholders and students to help everyone achieve academic success.

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In this statement, the National Education Association (NEA) states there are instances where students must be removed from the educational environment. Schools and districts must have a plan for still supporting these students rights to a public education. The NEA supports including behavior intervention plans (BIP) as a corrective measure as well. The group supports additional funding being provided to educational institutions to support "high quality alternative settings for students with and without disabilities" ("National Education Association", n.d.).
Retrieved from http://www.nea.org/home/18670.htm

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The New York Times published an article titled, "Government Watchdog Finds Racial Bias in School Discipline" by Erica Green (Green, 2018). In the article, the author stated:
- Black students are disciplined more than their White peers for similar infractions (Green, 2017).
-Government Accountability Office performed an analysis of discipline policies in 2014
-Black students attending affluent schools received harsher punishments
-Some are arguing policies which address ethnicity when punishing students makes schools unsafe
-Devos acknowledged racial disparity and discipline are a problem in America
-39% of students suspended are Black
-Student suspensions start as early as prek
-Discipline reform is being applied unevenly
-Often times student violations are unidentified
-Interpretation of violations is subjective
-School need more resources to address student trauma and metal health issues
Summary:
When preparing to use suspension as a consequence for student actions, administrators should make sure students are receiving the same consequence when the infractions are the same regardless of ethnicity. By ensuring these requirements are fulfilled, the administrator can avoid putting their school in a reputational risk situation and in jeopardy of being sued for violating a students Civil Rights.
Green, E., (2018, April 4). Government watchdog finds racial bias in school discipline. The Washington Post.
Retrieved from https://www.nytimes.com/2018/04/04/us/politics/racial-bias-school-discipline-policies.html

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Alejandro Matos and Emma Brown co wrote an article published in The Washington Post (Matos & Brown, 2017). The article, "Some D.C High Schools are Reporting Only a  Fraction of Suspensions", addresses school suspension numbers in Washington, D.C.:
- D.C. Public Schools have reported a decline in their suspensions
- The Washington Post did an analysis of the suspensions at 18 of the city's high schools
- 7 of the 18 schools were barring students from entering the building via use of emails
- attendance records were "obtained under the Freedom of Information Act" (Matos & Brown, 2017)
- The office was coding the students as present, attending an in-school activity, and unexcused absence" (Matos & Brown, 2017).
- District of Columbia Public Schools (DCPS) suspension numbers dropped by 40% in two years
- District claims the decrease is from using restorative practices
- suspensions contribute to "continued bad behavior, leads to alienation, increased drop out rate, and increased student interaction with the juvenile justice system" (Matos & Brown, 2017).
-many  groups, like the DC Lawyers for Youth, have begun to question the schools numbers
- student barred from attending school was referred to truancy court
- DC Lawyers for Youth represented the student in court
- Chancellor Antwan Wilson believes the decreased numbers represent the work of the DCPS
- Deputy Chief of DCPS is concerned with the Post's findings
- the goal of all schools is help students deal with their emotions in an appropriate manner
- many schools are looking into suspensions after the Obama administration  analyzed the affect of this practice for Black, Latino, and disabled students
- the Post requested school emails, public records, and school suspension lists
- the analysis only captured a 2 month snapshot
-student names were redacted to protect their privacy
- suspensions were found to have not been recorded
- the DCPS failed to have a review of s special education students suspensions which is a federal law
- many principals declined to comment on their suspension practices
- new training for principals is on the horizon
- whistleblowers had alerted school officials about the falsification of records before the Post's investigation
Summary:
Administrators are required by law and by duty to provide students with an opportunity to receive an education. When a students actions require them to be removed from school, the consequences for their actions are public record. It is unethical to bar students from attending school and not record their absence as a suspension (19 TAC § 247.2 g).
Matos, A. & Brown, E. (2017, July 17). Some D.C. high schools are reporting only a fraction of suspensions. The Washington Post. Retrieved from https://www.washingtonpost.com/local/education/some-dc-high-schools-reported-only-a-small-fraction-of-suspensions/2017/07/17/045c387e-5762-11e7-ba90-f5875b7d1876_story.html

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Slide #6 Original Sources of Law (Constitutional Law)

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Slide #6 Original Sources of Law (Constitutional Law)

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US Const. XIV

Constitutional Law

https://1-next-westlaw-com.easydb.angelo.edu/Link/Document/FullText?findType=L&pubNum=1000546&cite=USCOAMENDXIV&originatingDoc=Ic1d0d1749c1e11d991d0cc6b54f12d4d&refType=LQ&originationContext=document&transitionType=DocumentItem&contextData=(sc.Search)

The Fourteenth Amendment of the Constitution states all citizens are entitled to a trial by jury and or hearing. States nor schools can forfeit these rights for students as a consequence.

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Slide #7 Original Sources of Law (Judicial Law)

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Slide #7 Original Sources of Law (Judicial Law)

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Goss v. Lopez, 419 U.S. 565 (1975).

Judicial Law

https://1-next-westlaw-com.easydb.angelo.edu/Document/Ic1d0d1749c1e11d991d0cc6b54f12d4d/View/FullText.html?navigationPath=Search%2Fv1%2Fresults%2Fnavigation%2Fi0ad740140000017075524b19b1ccac2f%3FNav%3DCASE%26fragmentIdentifier%3DIc1d0d1749c1e11d991d0cc6b54f12d4d%26parentRank%3D0%26startIndex%3D1%26contextData%3D%2528sc.Search%2529%26transitionType%3DSearchItem&listSource=Search&listPageSource=07df45c8b75aa853347b5810026dd740&list=ALL&rank=1&sessionScopeId=19255d846032d45bcec807b90a770287b31b32b978b0c10a18e366f0e18c5dcb&originationContext=Search%20Result&transitionType=SearchItem&contextData=%28sc.Search%29

Students are required to attend school for a certain percentage of time. When students are unable to attend school for the required time because of misconduct, they are still entitled to a hearing to determine the consequences of their actions. The consequence can not be that the student forfeits their free public education.

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Slide #8 Original Sources of Law (Administrative Law)

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Slide #8 Original Sources of Law (Administrative Law)

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19 TAC § 247.2 (g)

Administrative Law

https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247&rl=Y

The educator shall comply with state regulations, written local school board policies, and other state and federal laws. Administrators must ensure students receive due process at all times since the Fourteenth Amendment states all citizens are entitled to a trial by jury or hearing.

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Slide #9 Original Sources of Law (Statutory Law)

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Slide #9 Original Sources of Law (Statutory Law)

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Tex. Edu. Code § 33.01

Statutory Law

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.37.htm

This law created by the state of Texas outlines what qualifies a student for suspension. Each part is specific about drugs and violence. There is no mention of suspending a student due to excessive absences.

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The Belton Independent School Dsitrict handbook states, "In-School Suspension (ISS) is designed to allow students who have been removed from the
classroom to continue their education. Students will be assigned to ISS by a campus behavior
coordinator. Assignments to ISS are decided on a case by case basis" (Belton Independent School District , 2019). Retrieved from https://www.bisd.net/cms/lib/TX50000217/Centricity/Domain/219/2019-2020-ss-Final-Handbook-Revisions.pdf

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The Texas Administrator Code 3.2 states  "the educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor" (19 TAC § 247.2). When determining whether a student's actions warrant suspension, an administrator must consider the whole student. All students are entitled to a safe education in a public school setting and it is up to the administrator to give a fair consequence to all students. The only way to accomplish this goal is to constantly keep a balance between ethics and laws.
19 TAC  § 247.2
Retrieved from https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247&rl=Y

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Educational Administrators can benefit from reading "Don't Suspend Me! An Alternative Discipline Toolkit". The book includes alternatives which can be implemented to help students learn lifelong techniques to change their undesired behavior. Since many students who are suspended suffer from mental and emotional traumas, administrators need to work to find new ways to help students. By  offering students opportunities to stay in school and practice these strategies, educational gaps can be closed. Students will be able to use these skills throughout their life.
Hannigan, J.D. & Hannigan J.E. (2017). Don't suspend me! An alternative discipline toolkit. Thousand Oaks, California: Corwin.
https://www.barnesandnoble.com/w/dont-suspend-me-jessica-hannigan/1133186666?ean=9781506350370

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Slide #13: Best Practices for Compliance

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Slide #13: Best Practices for Compliance

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-Administrators need to understand federal, state, and local laws about student rights.
-At the beginning of the school year, administrators should provide professional development to staff on classroom management.
- Each campus should provide Social and Emotional lessons for all students to teach strategies for coping with age appropriate scenerios
-Communicate with stakeholders and students about consequences for violations of laws and the student code of conduct
-Administrators should provide periodic training on classroom management strategies during PLCs
-Administrators should read about alternatives to suspensions
- Administrators should ensure counselors can create Behavior Intervention Plans
- Administrators should consult their local administrative codes when giving student consequences
- Administrators should provide a safe environment for all students to learn
-Administrators should work to give similar consequences for similar student conduct infractions