TO:

Mr. Rob Neu,
Superintendent

FROM:

Discipline Audit Team

DATE:

March 31, 2015

SUBJECT:

Secondary Discipline Review

A review was conducted on the discipline practices of all Middle and High Schools.
Various items were reviewed, compiled and summarized for a final report. Please find the
information below.
In this investigation the following was utilized:
 Six teams of 3-4 people conducted on- site reviews of referral forms. Teams
were directed to:
o Document only out-of-school referrals.
o Document the discrepancies between paper referrals and time recorded in
TERMS on the discipline screen. Verify other discipline actions noted in
TERMS and review the withdrawal procedures when suspended. Many
instances were discovered where there were no paper forms to support
TERMS. These were counted as discrepancies.
o Document the students’ return from suspension.
 Alternative Education referrals submitted to the Alternative Education Review
Committee for review/enrollment per school were compiled.
 Statements received from staff, parents and written notes are included which
indicate referrals to Alternative Education; however, there were no actual
referrals made to the committee.
 Data provided by PRE in a comparison between 2013-2014 and 2014-2015 as of
the date of February 28th by total population and selected subgroups. Also, the
average length of suspensions is included.
 Data collected by phone calls to parents who have children no longer active in the
district is provided.
 Observational information based on school site audits is also included.
As a method of reporting, a brief description of the status of files, observations and then a
data chart will be provided per school.

Educating Students for Life-Long Learning and Responsible Living

 Belle Isle: Belle Isle had very few suspensions. In addition, the subgroups within Belle
Isle are too small to include the data.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)

Number of items found/percent of suspended
population
28
0
2.4 days
0
3.3% / 6.2% of total pop.

Capitol Hill High:
Files were somewhat organized in alphabetical order. Files for each student arranged by
grade and alphabetical order were provided. It appears there are a large number of longterm suspensions.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Number of items found/percent of suspended
population
277
61 (22%)
11.57 days
223 (17% of pop)
19.3% / 14.7% of total pop.
35% / 33.2% of African Amer. Pop
16.4% / 9.3% of Hispanic pop
19.8% / 20.5% of Caucasian pop
Unknown
Student not enrolled, told enrollment a waste of
time- too late in year. Referrals to Alt Ed, but
no referrals submitted for placement to
committee. Few parents said they were turned
away from enrolling – told waste of time due to
the date of attempted enrollment.

 Classen SAS:
Discipline files were organized per year and alphabetical. Suspensions appear to be
minimal.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Number of items found/percent of suspended
population
15
4 (26%)
19 days (H.S)
3.0 days (M.S)
1
1.85% / 1.2% of total pop.
1.4% / 2.5% of African Amer. Pop.
1.4% / 2.5% of Hispanic pop.
2.45 / .4% Caucasian pop.
0
3 not withdrawn during suspension

 Douglass:
Discipline files were somewhat organized, to very organized, depending on the Assistant
Principal. Few students were not withdrawn during suspension times. Observed students
being DNE’d instead of withdrawn for suspension. The action code of Alternative
Placement (AP) utilized which does not show as days suspended.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
Students not returning
Other

Number of items found/percent of suspended
population
252
71 (28%)
5.04 days
132 (20% of pop)
36.6% / 32.7% of total pop.
38.3% / 35.2% of HS. African Amer. Pop.
53/7% / 35.1% of MS African Amer. Pop.
14
DNE’d instead of withdrawn on some students

 Jefferson:
Files were in 3 boxers. They were separated by 7th grade, 8th grade and Special Ed. Files
were in alphabetical order. It was noted that General Ed. students had suspensions that
were in excess of 60 days cumulative. Also documented were numerous suspensions for
“excessive referrals” and “truancy”.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

John Marshall:

Number of items found/percent of suspended
population
273
53 (19%)
6.04 days
4 (.004% of pop)
14.6% / 16.6% of total pop.
39.6% / 31.6 of African Amer. Pop.
10.8% / 14.7% of Hispanic pop.
11.1% / 11.5% of Caucasian pop.
2
13 instances of students not w/d during
suspension

 Referrals were in 3 boxes per assistant principal and in excellent condition. It appears
that leaving campus for lunch may be an issue. A number of ISS was a result.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Northeast:

Number of items found/percent of suspended
population
155
27 (17%)
6.61 days (H.S)
8.60 days (M.S)
76 (11% of pop)
22% / 20.3% of total pop.
26.3% / 20.9% of H.S. African Amer. Pop
20.85 / 10% of M.S. African Amer. pop
9.15 / 18.8% of H.S. Hispanic pop.
20% / 8% of M.S. Hispanic pop.
12.9% / 10.4% of H.S. Caucasian pop.
12.1% / 3.1% of M.S. Caucasian pop.
0
2 students DNE’d for suspension.
2 students referred to Alt Ed, but no referral to
committee

 Records were provided in a very organized format. Records were reviewed for
suspension, however, it should be noted that most of the discipline referrals were dealt
with in a less restrictive manner than suspension.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Northwest:

Number of items found/percent of suspended
population
83
36 (43%)
3.12 days (H.S)
2.96 days (M.S)
1
5.8% / 11.8% of total pop.
5.3% / 12.1% of H.S. African Amer. Pop.
8.6% / 17.2% of M.S. African Amer. pop.
10% / 0% of H.S. Hispanic pop
7.7% / 12.5% of M.S. Hispanic pop
0
Numerous incidents where students not w/d
during suspension time.

 Referrals were found in excellent condition. Each student had their own discipline file
with very little overlap between assistant principals.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Oklahoma Centennial:

Number of items found/percent of suspended
population
186
29 (15%)
5.75 days
214 (20% of pop)
13.4% / 11.5% of total pop.
23% / 20.9% of African Amer. Pop.
10.6% / 8.1% of Hispanic pop.
11.4% / 13.1% of Caucasian pop.
6
Student was referred to Emerson without
referral to Alt Ed comm.

 Files were very organized. They were organized by student, by grade and alphabetically.
It was noted that numerous interventions were utilized prior to suspension.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Rogers:

Number of items found/percent of suspended
population
270
105 (39%)
5.16 days (H.S)
5.0 days (M.S)
90 (15% of pop)
32.6% / 27.8% of total pop.
40.9% / 36.6% of H.S. African Amer. Pop.
32.3% / 39.8% of M.S. African Amer. Pop.
11% / 12.5% of H.S Hispanic pop
19.2% / 24% of M.S. Hispanic pop.
22
4 students noted as Alt Ed, but no referral to Alt
Ed Committee

 The 6th grade and 8th grade were in file folders, while the 7th grade files were in two
binders with nothing showing the difference between one file and the next. Some files
had no identifying grade. Some students had 2 files.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Roosevelt:

Number of items found/percent of suspended
population
134
45 (34%)
3.56 days
7 (2% of pop)
29.8% / 36.5% of total pop.
32.7% / 40.8% of African Amer. Pop.
22% / 20.7% of Caucasian pop.
5
7 students not w/d during suspension

 Files were well organized, alphabetized by grade-level.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Southeast:

Number of items found/percent of suspended
population
148
41 (28%)
3.45 days
0
16.5% / 14.2% of total pop.
15.1% / 13.4% of Hispanic pop.
25% / 14% of Caucasian pop.
2

 Records were provided in a cardboard box (appeared to cover 4 years, no organization).
Suspension times were short (50 incidents reviewed and 35 of those were for one day).
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Star Spencer:

Number of items found/percent of suspended
population
50
18 (36%)
2.55 days
8 (<1% of pop)
7.6% / 6.7% of total pop.
22.1% / 19.2% of African Amer. Pop.
3.8% / 3.3% of Hispanic pop.
8.8% / 9.9% of Caucasian pop.
0
18 incidents students were not w/d during
suspension time

 Paper referrals were provided in stacks with no order. The team asked for folders and had
to organize the paper referrals before start the review. Almost every file had a
discrepancy of reported suspensions, withdrawals, and re-entry dates. Also noted was that
very few paper referrals were given to the team. The administrators were asked twice if
there were any other files. Out of the 81 referrals, 46 did not have a paper referral in the
file
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Taft:

Number of items found/percent of suspended
population
81
53 (66%)
4.52 days
31 (7% of pop)
22.6% / 25.3% of total pop.
25.6% / 28.1% of African Amer. Pop
11.4% / 8.1% of Caucasian pop.
20 students not w/d during suspension

 Files were filed per assistant principals. Assistant principals are assigned teams and
stated very few times are students seen by other Aps, unless absent. Each student had a
file; however, some students had 3-4 files spread across all Assistants. It was very
difficult to track referral forms with the multiple files that exist.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

US Grant:

Number of items found/percent of suspended
population
317
82 (26%)
2.92 days
13 (2% of pop)
23.3% / 30% of total pop.
38.6% / 52.5% of African Amer. Pop
15.8% / 24.8% of Hispanic pop.
22% / 25.2% of Caucasian pop
3

 Files were well organized, alphabetized by grade-level.
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Number of items found/percent of suspended
population
474
168 (36%)
8.89 days
233 (14% of pop)
16.3% / 12.6% of total pop.
37.8% / 29.7% of African Amer. Pop
14% / 10% of Hispanic pop.
17.3% / 16.8% of Caucasian pop.
44
When contacted, 11 parents of inactive students
commented they were told to enroll at Emerson,
MCA or Seeworth – no school referral
submitted to Alt Ed. Committee.
Also when called, parents indicated they were
told there was no space to enroll at Grant or
student would waste time since late in year, etc.

Webster: Files for every student were provided, but were mostly empty. Files were
organized by grade.

 Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension
Referrals to Alt Ed
Committee.
FY 2014 vs. FY 2015 (as of
March)
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
FY 2014 vs. FY 2015
Students not returning
Other

Number of items found/percent of suspended
population
259
63 (24%)
5.77 days
24 (3% of pop)
19.3%/ 19.9% of total pop.
38.5% / 37.6% of African Amer. Pop.
10.8% / 16.4% of Hispanic pop.
20.4% / 16.8% of Caucasian pop.
4
Incidents found where students were not w/d
during suspension.

Total of Secondary Schools:
Item Reviewed
Out-of-schools referrals
Discrepancies Form vs.
TERMS, No Form
Average length of
suspension

Number of items found/percent of suspended
population
2974
856 (29%)
5.8 days

School Specific Summary:
As a condensed summary of the schools audited, the following can be stated:

 When compared to last year at this time, Taft and Rogers have increased out of school
suspensions within their total student population, African American and Hispanic
populations. Each of these schools has a subgroup population where 50% of that student
body has been suspended. No other secondary schools have a subgroup at 50%
suspension.
Schools with at least one subgroup increasing in their percent of student suspensions
were Classen (African American), Douglass (Hispanic), Jefferson (Hispanic), John
Marshall (Hispanic), Northeast (African American & Hispanic), Centennial (African
American & Hispanic), Roosevelt (African American), Star Spencer (African American)
and Webster (Hispanic).
The average length of out of school suspension within secondary schools is 5.8 days.
Schools that exceed the average of 5.8 days are US Grant High School at 8.9 days,
Capitol Hill at 11.57 days, Classen SAS at 19 days and John Marshall High at 8.7 days.
Discrepancies in the data when comparing the paperwork provided parents vs. data on the
SIS and/or the lack of paperwork to support the SIS were found across the district. Star
Spencer was the worst with discrepancies or no paperwork in 66% of the out of school
suspension the teams reviewed. Northwest had the fewest discrepancies at 15%. Other
schools were between 15-66% discrepancies in their paperwork and data.
Alternative Education placement must be included in this data. Approximately 3% of the
districts 8th -12th grade students are placed in an alternative program. With this in mind,
there appears to be a few schools that over refer/place. Douglass and Northwest referred
20% of their student population to the alternative education. Capitol Hill High referred
17% of their student population, Centennial 15%, US Grant 14% and John Marshall 11%
of their student population.
Alternative Education data listed above is data based on the schools utilizing the district
alternative education referral process. However, there is a bigger issue to emphasize.
Data gained from parent and charter school conversations and data gained in the audit
indicates schools have the practice of withdrawing, or refusing to enroll, students and
directing the parents to go to alternative education (Emerson or Seeworth). In these
cases, no referral was submitted by the school to the alternative education committee
resulting in students not being in school. In the parents called, eleven indicated US Grant
turned them away, or withdrew their child and referred them to alternative ed. Additional
parents stated they were told at US Grant that “it was too late in the school year for the
student to enroll” or “there was no space” and they were turned away. Similar instances
were found at Northwest, Capitol Hill, John Marshall and Centennial. Again, all of these
incidents resulted in students not being in school. In a number of other instances, school
staff have suggested to parents to go directly to Seeworth; bypassing the district’s
alternative education placement procedures. Seeworth, as a Charter, can/has enrolled
students without alternative education committee referrals. These students are not
included in the percent of student body referred for alternative education.

 To find a positive note, Northwest seems to be the lowest in student populations being
suspended; and at the same time, suspensions within the African American and Hispanic
subgroups has decreased since last year. They are also one of the lowest in discrepancies
in data.
Overall Summary:
In an attempt to review the paper copies of discipline forms in school sites and compare
to the documentation in the district’s student system, it was very apparent that the district
does not have clean data. Many times, the forms did not match the student system.
Even more troublesome, there were no forms to support what was in the system.
Monitoring teams found these suspensions only when they had other referral forms which
lead them to the discipline screen for a specific student.
While the District’s PRE Office can provide any report requested, the accuracy should be
questioned based on the observations of these teams in regards to the documentation
practices within school sites.
In compiling all the monitoring sheets, it was very noticeable that the district is not
consistent per incident. Not only are there inconsistencies from site to site, but within
each site. While one student may be given 1 day of suspension for an incident, another
student may be suspended 10 days for the same offense. This is supported by the average
length of suspensions across the district. However, this inconsistency is found across the
district and per each site.
Discipline per ethnicity appears to still be disproportionate in many school sites. Only
three groups were provided in this report for a comparison.
It is also noteworthy to state that it also appears there are “referrals” to alternative
education sites, but no alternative educations applications submitted to the Alt Ed
Committee for placement. This information was gained by “notes in files”, phone calls to
parents, etc. This indicates we have school staff advising parents to take their child to an
alternative education site with no assistance/referral from their school.
Recommendations:
Recognizing that suspension is an issue across the district with only limited schools using
other intervention strategies, harsh disciplinary actions against building administrators
may be too reactive.
Meetings should be held with each principal to review and discuss their discipline data
and practices. New expectations should be clearly explained and documented per
administrator with ongoing monitoring.