Fix School Discipline Toolkit for Educators | Page 82

 Students!
It is a state priority to have meaningful parent,
community, and student involvement! A number
of Districts solicited feedback from multiple
communities, held a variety of community forums
and took extra time to reach out to those parents and
students whose voices are not always heard in the
process.
2) Make sure the district’s plan includes what’s
needed to fix school discipline
You can help ensure that the district’s LCAP includes
the needed baseline data, sets the right goals, and
includes the actions needed to achieve those goals.
In the LCAP, each school district must,:
1. Create a Baseline for a Needs Assessment82: set
a baseline using its existing data on suspension
and expulsion rates and disaggregate by student
subgroups, including ELL and foster youth,
2. Set Yearly Goals for Reducing Suspensions and
Expulsion Rates and Improving School Climate83
3. Include Specific Actions84: the district will take to
reach the goals
4. Funding Expenditures85: include the amount of
funding that will be spent to reach the goals

ARE THERE ANY GOOD EXAMPLES OF
SCHOOL DISTRICT LCAPS FROM LAST
YEAR WHERE SCHOOL CLIMATE IS A
STRONG PRIORITY?
Yes. The school districts below made an investment
in positive school discipline programs and
strategies, have committed to reducing suspensions
and expulsions, tracking data, and working with
community:
 Santa Rosa City Schools’ LCAP includes training
for all middle and high school personnel staff
on restorative practices and hiring 10 restorative
practice specialists to address discipline issues
and a goal of a 75% reduction in suspensions and
82 EC 52060(c)(1).
83 EC 52060(c)(1).
84 EC 52060(c)(2)
85 EC 52064(b)(1)

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How we can fix school discipline

 expulsions for Latino students in 3 years.
 Santa Ana Unified’s LCAP includes $4.5 million
to support school and district operations
to create welcoming and productive school
environments and to conduct anti-bullying
awareness, as well as $1.5 million to for Schoolwide Positive Behavior Interventions and
Supports training, implementation of restorative
justice strategies and instituting School Climate
Oversight Committees at each school that
include parents and students as co-facilitators.
 Azusa Unified ’s LCAP includes the elimination
of willful defiance suspensions over the next
three years and implementation of SWPBIS in all
schools by 2015-16 and tracking office discipline
referrals.
“To create its LCAP, Berkeley Unified embarked on a
thorough and comprehensive nine-month effort to
reach out to our entire community, to educate them on
the LCAP, and to incorporate the feedback we have received. Our District is fully committed to ensuring that
our schools are a safe, welcoming environment for all
students.” ­ Berkeley Unified Board President Josh Daniels
—

 Berkeley Unified’s LCAP includes a system
to track and reduce office discipline referrals
and fund restorative practices, SWPBIS and
other alternatives at the classroom level and
specifically addresses racial disproportionality in
suspensions for African-American students.
Check out the LCAPs highlighted here, access a
model school climate LCAP, and our LCAP Toolkit
online at FixSchoolDiscipline.org!

WHAT ARE THE KEY ELEMENTS OF
A LCAP THAT FOCUSES ON SCHOOL
CLIMATE?
Multiple data measures disaggregated by all
key subgroups and clear baselines that the
community can understand and track!
At a minimum, every District must include
suspension and expulsion rates disaggregated by
subgroups and other local measures, “including