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4.2 The Promise of the ESSA to Address Disparity in Discipline and Restraint/Seclusion Use
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Presenter: Denise Stile Marshall, M.S., COPAA Executive Director, and Laura Kaloi, Esq.

10/18/2016
When: 10/18/16
2:00 pm
Where: Virtual Classroom
United States
Contact: Marcie Hipple
844-426-7224 ext.701


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Laura Kaloi, Washington Partners, LLC, Denise Marshall, COPAA Exec Director, and Dignity in Schools Campaign (Invited) The Civil Rights Data Collection (CRDC) has revealed that schools employ discipline practices and policies that disproportionately impact students with disabilities. Despite a sharp decline overall, disparities by race and disability are deep and persistent. Research makes clear that suspension does grave harm to student outcomes, and in fact, states with the highest rates of secondary level suspension have some of the lowest high school graduation rates in the country (Florida, Louisiana, Nevada, and South Carolina). As the U.S. Department of Education, states education agencies, local school districts and other stakeholders conceptualize and implement a new accountability framework under the recently passed Every Student Succeeds Act,  COPAA and others strongly urge that states use discipline as an additional indicator(s) of school quality or student success. CDRC data also shows that students with disabilities and students of color state plans must now include how the State will provide resources and guidance, professional development, and technical assistance to reduce techniques, strategies, interventions, and policies that compromise the health and safety of students, such as seclusion and restraint. Join us to learn more about the new requirements under ESSA and what needs to be done to address this disparate treatment. 

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