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Achieving Educational Excellence for African American Male Students Disproportionality in Discipline Subcommittee Report

Achieving Educational Excellence for African American Male Students

Reducing the Number of Instructional Days Lost to Suspension for African-American Male Students

Disproportionality in Discipline Sub-Committee

Brenda Elliott, Al Heggins, and Gwen Willis, Co-Chairs Curtis Adair Vernon Hall Carl Serrette Anna Brady Audrey Lynn Harris Monica F. Walker Lisa Brenner Joe Pass Tony Watlington Sandra Culmer

Purpose The Disproportionality in Discipline subcommittee provides herein a focused and intentional plan that includes professional development in the area of culturally appropriate discipline and classroom management for all staff to be piloted in three schools: one elementary, one middle and one high. The schools were selected based on their high percentage rates of disproportionality as reflected by School Safety Program (SSP) data collected over the last three years. These schools also satisfy the desire to work with schools representing a feeder pattern all located in one of our five district regions. Each of these schools has shown high rates of disproportionality in the suspension of African American males. National data illustrate that the educational outcomes for students who receive a greater number of out-of-school suspensions are at risk of repeating a grade, dropping out of school, or coming into contact with the juvenile justice system. Additionally, they are less likely to be eligible to enter colleges and universities thus contributing to limited employment opportunities and livelihoods. Rationale Data collected on student misbehavior in North Carolina public schools and across the country has shown a very persistent and pervasive gap in the suspension rates and lost school days for African-American male students as compared to all other student ethnicity/gender groups. This trend also exists in Guilford County Schools (GCS). As reported by the GCS Office of Research and Accountability in 2009, African American (AA) male students lost a total of 19,577 instructional days resulting in a loss of 129.6 instructional days for every 100 AA male students enrolled. In 2010, of the 4,129 male students receiving an out-of-school suspension (OSS), 2,670 were AA males. Based on this data, it is apparent that AA male students are receiving a disproportionate number of out-of-school suspensions, which amounts to a significant loss of instructional time. Thus, the district’s suspension rate is a major contributing factor to the achievement gap for this subgroup of learners. Research suggests that strategies such as providing culturally relevant pedagogy, addressing staff bias and preparing teachers to effectively instruct AA boys are effective strategies in addressing these negative trends.


Pilot Schools Listed below are the selected pilot schools and additional information regarding teacher composition, current resources and programs.

School

Positive Behavioral Intervention

s and Supports Title I

Total # of Teachers

Total # of

Students Enrolled

# of AA Male Students Enrolled

(Suspended) Suspensio

n Rate

High Point Central High 89 1456 329 (110) 36.01

Ferndale Middle 59 919 204 (87) 42.14

Parkview Village Elem. 35 434 181 (37) 28.21

Totals: 2 2 178 2909 714(234) ----------

(Number of teachers, student enrollment and suspension rates were taken from the schools’ NCDPI report card. The data regarding the number of AAM students enrolled and suspended was taken from the 2010-11 SSP data report.)

Specific, Measurable, Attainable, Realistic, Timely (SMART) Goals Three-Year Overall SMART Goals: By June 2015, discipline pilot schools will reduce the number of OSS days received by African-American male students by 30% as indicated by SSP data.

Target SMART Goals: By June 2013, discipline pilot schools will reduce the number of OSS days received by African-American male students by 10% as indicated by SSP data. (The % of OSS days: Total instructional days lost from OSS of STS for every 100 enrolled students for a whole school year.)

Number of OSS Days Received

2009 2010 2011 2012

Baseline 2013

High Point Central High 306 163 342

Ferndale Middle 262 367 275

Parkview Village Elem. 59 104 100

Root Causes Instructional strategies aimed at improving outcomes and eliminating disparities for AA male students must address the following:

lack of culturally relevant pedagogy and curriculum,

systemic bias,

culturally insensitive policies and procedures,

lack of preventative and intervening strategies for AA male students, and

lack of rigorous academic expectations. Strategies for Improvement

Engage all school personnel in a comprehensive and on-going review of data, policies, root causes, and implemented strategies, based on a continuous improvement model.

Implement research-based behavior strategies that emphasize prevention and intervention.

Provide all school personnel with multiple professional development opportunities:

to examine implicit bias and the impact it has on students.

to establish and maintain a standard for culturally sensitive classroom management and appropriate disciplinary actions.


Increase culturally relevant and rigorous curriculum, resources and instruction for African American male students

Engage students in the improvement process, including defining the problem, determining improvement strategies, implementing the plan, and reporting results

Program Design The proposed plan of action will occur over a three-year time period. The project implementation will utilize four specific components:

• Summer Symposiums (three consecutive years) on Culturally Responsive Approaches and Strategies for Managing Discipline

• Monthly Culturally Responsive Professional Development throughout the academic year.

• Leadership Institute and monthly trainings for middle and high school students • Leadership Institute for parents

2012 Summer Symposium - Wednesday, August 1 – Thursday, August 2, 2012 (High

Point University) A summer symposium will take place for teachers, staff, and school leadership teams of the three pilot schools to launch discussions on culturally-relevant training and disciplinary strategies. Desired outcomes include the following:

Provide teachers with culturally appropriate education and training to improve communication and relationships with African American male students.

Critically reflect on cultural beliefs and practices as it relates to African American male students and their experiences in schools.

Implement culturally relevant research based practices that will positively impact African-American student behavior, academic achievement and improve teacher to student relationships.

Purpose The symposium will provide focused and intentional culturally relevant and responsive professional development for teachers, staff, and school leadership teams of the three pilot schools. A component is also included to support AA male students who have been suspended or who are at risk for suspension along with their parents. Goal By June 2015, schools will reduce the number of OSS days received by African-American male students by 30%. Audience The proposed professional development model will target approximately 200 teachers, staff, and school leadership team members in three schools which include increasing cultural competencies and providing evidence-based strategies that assist in addressing behaviors that could result in OSS. Bios of Proposed Presenters and Speakers Daniel Losen, J.D., M.Ed. Director, Center for Civil Rights Remedies, UCLA Daniel J. Losen is Director of the Center for Civil Rights Remedies, a new initiative at The Civil Rights Project/Proyecto Derechos Civiles (CRP). He has worked at The Civil Rights Project since 1999, when it was affiliated with Harvard Law School, where he has also been a lecturer


on law. His work concerns the impact of law and policy on children of color and language minority students including: the reauthorization of the Elementary and Secondary Education Act with a focus on promoting diversity, access to effective teachers, and improving graduation rate accountability; the IDEA and racial inequity in special education; school discipline and revealing and redressing the “School-to- Prison Pipeline;” and protecting the rights of English learners to equal educational opportunity. On these and related topics he conducts law and policy research; publishes books, reports, and articles and works closely with federal and state legislators to inform legislative initiatives. Both for The Civil Rights Project, and independently, he provides guidance to policymakers, educators and advocates at the state and district level. Before becoming a lawyer, Mr. Losen taught in public schools for ten years, including work as a school founder of an alternative public school. David B. Miller, Case Western University David B. Miller is currently an associate professor at the Mandel School of Applied Social Sciences at Case Western Reserve University. Dr. Miller received his Ph.D. and Master of Public Health from the University of Pittsburgh in 1993 and his Master of Social Work from the University of South Carolina in 1986. Dr. Miller’s current research focus is on the health status of African American males. Specifically, he is currently investigating the awareness and knowledge of African American males regarding prostate cancer. This research agenda is establishing the foundation for his movement into the investigation of health disparities among African American males and the subsequent psychosocial effects of those disparities on poor health outcomes in African American males. Dr. Miller is also continuing to work on the development and validation of the Urban Hassles Index, which measures chronic daily hassles in urban settings among adolescents and young adults. Dr. Miller is currently the co-administrator of the African-American male research section of the Emerging Scholars Network. Dr. Miller has worked as a social worker in a maximum-security prison and as a coordinator of a family planning project implemented to address infant mortality. He is currently evaluating the Safe Schools/Healthy Students Project for the Garfield Heights City Schools District. He has also consulted with the United States Federal Probation Office and the Erie County Office of Children and Youth Services. Dr. Norma L. Day-Vines, John Hopkins University Dr. Norma L. Day-Vines, Professor of Counseling and Human Services, joined the faculty in January 2012. She has more than 15 years of faculty experience. She served on the faculty at The College of William and Mary and later at Virginia Tech. She has published widely on counseling strategies for working more effectively with culturally and linguistically diverse children and adolescents, with a special emphasis on African American youngsters. She developed the Continuum of Broaching Behavior, a conceptual framework for examining how counselors explore the contextual dimensions of race, ethnicity, and culture. She operationalized the Continuum of Broaching Behaviors using the Broaching Attitudes and Behavior Survey (BABS). Dr. Day-Vines has also worked with a collaborative team of researchers to examine the impact of school counselors and school counseling programs on student academic outcomes and college decisions using large national longitudinal datasets (e.g., Educational Longitudinal Study 2002, ELS 2002). Her work has appeared in publications such as the Journal of Counseling and Development, Professional School Counseling, and the Journal of Negro Education. Dr. Wesley Carter President, Kids by Carter Through 29 years of parenting 4 children, an MBA, a doctorate in leadership, and over 2 decades of leading individuals and organizations, Dr.. Wesley Carter has refined a set of parenting strategies designed to develop intellectually competent, emotionally mature, and socially responsible children. Dr. Carter designs curriculums, teaches, and introduces new


paradigms to the teaching profession. She is also a syndicated columnist for The Charlotte Post and the Triangle Tribune writing educational columns on business, leadership, and parenting; and she makes regular appearances on the Charlotte Today TV show providing education and guidance to parents on how to raise intellectually competent, emotionally mature, and socially responsible leaders. Dr. Carter also consults for Charlotte Mecklenburg Schools designing and delivering Kids by Carter Communication models that help educators and parents build partnerships to increase student achievement. Dr. Carter is also an author of three children’s books and the former owner of Working Charlotte, a regional magazine. Dr. Carter is also a managing partner at KRS Consulting, LLC, a business consultancy dedicated to providing clients with the tools to produce extraordinary results and operational excellence; and founder of Kids by Carter, an organization dedicated to increasing the academic and social wellbeing of students.


Achieving Educational Excellence for African-American Male Students DISPROPORTIONALITY IN DISCIPLINE PROJECT TIMELINE (2012-2013)

Month School Staff Students Parents Coordinator Committee

April 2012

Attend monthly meeting of Student Advisory Group

Attend COSEBOC (Coalition for Schools Educating Boys of Color) Conference

June 2012

Plan/prepare for Summer Symposium


July 2012



August 2012

Attend Summer Training Anti-Racism Training for Parkview Staff August 13 & 14

Participate in School Symposiums Present to school staff as a part of student panels

Facilitate Summer Training for School Staff Post announcement for Discipline Project Coordinator Prepare report on assessment of symposium evaluations (August 14th) Provide Project Update to Board of Education (August 30th)



September 2012

Identify Faculty Member(s) to serve as on-site facilitator for AAMS leadership group (Ferndale & High Point Central) Complete school’s Comprehensive Assessment, establish annual goals and develop an action plan

Recruit High Point Central students to attend African-American Male Leadership Summit - September 21-22 Attend monthly meeting of Student Advisory Group Recruit High Point Central AAMS participation on Human Relations Commission Assist schools in completing their Comprehensive Assessment, establishing annual goals and developing an action plan

Assist schools in completing their Comprehensive Assessment, establishing annual goals and developing an action plan

Projected start date: September 15th Review goals and objectives of project/establish relationships with schools and Western Region staff Assist schools in completing their Comprehensive Assessment, establishing annual goals and developing an action plan

Conduct Interviews for Coordinator Position (September 5th -12th) Assist schools in completing their comprehensive assessment and developing school’s action plan



October 2012

Participate in AEEAAMS – PLC Participate in Monthly Review of Data Anti-racism training for Ferndale Staff October 30th & November 6th


Attend Parent Training-October 6th (Esther Coleman-Trainer)

Facilitate AEEAAMS – PLC Prepare Quarterly Updates Conduct Monthly Review of Data and Prepare Quarterly Update to Cabinet and Academic Services

Convene collaborative parent training for three pilot schools (1/2 day training co-sponsored with Guilford Parent Academy –October 6th) Provide Quarterly Update to Cabinet and Academic Services

November 2012

Conduct Monthly Review of Data


Attend Parent Training-November 3rd (Esther Coleman-Trainer)


December 2012

Conduct Monthly Review of Data Mid-year Assessment of Progress – Holiday Celebration

Attend monthly meeting of Student Advisory Group- Plan for Youth Summit Mid-year Assessment of Progress – Holiday Celebration

Mid-year Assessment of Progress – Holiday Celebration

Conduct Monthly Review of Data Mid-year Assessment of Progress – Holiday Celebration

Mid-year Assessment of Progress – Holiday Celebration

January 2013

Participate in AEEAAMS – PLC Conduct Monthly Review of Data

Attend monthly meeting of Student Advisory Group Plan for Youth Summit

Facilitate AEEAAMS – PLC Conduct Monthly Review of Data and Prepare Quarterly Update to Cabinet and Academic Services

Provide Quarterly Update to Cabinet and Academic Services



February 2013



Attend Parent Training Conduct Monthly Review of Data

March 2013




April 2013

Participate in AEEAAMS – PLC Conduct Monthly Review of Data

Attend Youth Summit

Attend Parent Training Facilitate AEEAAMS – PLC Conduct Monthly Review of Data and Prepare Quarterly Update to Cabinet and Academic Services

Provide Quarterly Update to Cabinet and Academic Services

May 2013




June 2013

Attend End of Year Celebration



Plan/Prepare for End of Year Celebration

Assist with End of Year Celebration

Legend: AAMS (African-American Male Students) AEEAMS (Achieving Educational Excellence for African-American Male Students) PLC (Professional Learning Communities)


2012 Estimated Budget

Purpose Detail/Description Budgeted Expense

Project Coach/Coordinators(1)

Salaries and Benefits 1 Coordinator @ $60,000 (12 months)

$60,000

Stipends $100/day per participant 200 teachers/personnel x 2 days x $100/day

$40,000

Consultant Services Dr. Daniel Losen (Fee=$4,000) Dr. David B. Miller (Fee=$2,400) Dr. Wesley Carter (Fee=$2,400) Dr. Norma L. Day-Vines (Fee=$2,400)

$11,200

Travel Expenses Dr. Daniel Losen ($700) 1 night hotel, airfare & per diem Dr. Norma L. Day-Vines ($700) 2 nights hotel, per diem & mileage/airfare Dr. David B. Miller ($700) 2 nights hotel, per diem & mileage Dr. Wesley Carter ($500) 2 nights hotel, per diem & mileage

$2,600

Parent Summit and Trainings

Achievement Protocols (Wesley Carter) Two ½-day trainings for Parents

$1,200

Anti-racism training

1 training (ES) + 2 trainings (MS) + 3 trainings (HS) = 6 x 2 day trainings $9000 **NEW ITEM- Via Race to the Top Funds Ferndale: Oct 31, Nov 6; Parkview: Aug 13, 14;HP Central: TBA

Other funding source

Symposium Facility and Technology Expenses

Use of four university conference spaces and technological support

Donated by HPU

Food Costs Continental breakfast for Day 1 only 220 persons x $5.00 One lunch: in-kind donated by City of High Point Fair Housing Program) One lunch: 220 persons x $10 x 1 day

$1,100 Other

funding source $2,200

Supplies/Materials Copying and printing of materials, etc. 220 readers and institute program brochure

$1,700

Alternatives to Suspensions

Materials, Supplies, Resources, EEAs $4,400

Total 1st Year Expense $124,400


What number to reduce annually?

mean

days/100 adm GCSadm days days/100 adm GCSadm days days/100 adm

all All 52.9 72,726 39,721 54.6 72,652 37,180 51.2

all AA 92.6 29,742 28,787 96.8 29,387 25,959 88.3

all AI 87.7 348 332 95.4 332 265 79.9

all AS 13.9 3,913 604 15.4 4,112 511 12.4

all H 29.4 6,593 1,940 29.4 6,832 1,999 29.3

all TM 49.8 3,673 1,879 51.2 3,876 1,878 48.4

all W 22.6 28,458 6,179 21.7 28,114 6,568 23.4

F All 31.5 35,503 11,782 33.2 35,539 10,597 29.8

F AA 59.7 14,640 9,210 62.9 14,487 8,169 56.4

F AI 48.0 172 68 39.7 174 98 56.3

F AS 5.1 1,907 113 5.9 2,026 87 4.3

F H 13.8 3,228 459 14.2 3,388 450 13.3

F TM 29.6 1,833 553 30.2 1,946 565 29.0

F W 9.6 13,725 1,379 10.0 13,518 1,228 9.1

M All 73.4 37,223 27,939 75.1 37,114 26,583 71.6

M AA 124.5 15,102 19,577 129.6 14,900 17,790 119.4

M AI 127.8 177 264 149.6 158 167 106.0

M AS 22.4 2,007 491 24.5 2,086 424 20.3

M H 44.5 3,365 1,481 44.0 3,443 1,549 45.0

M TM 70.0 1,841 1,326 72.0 1,931 1,313 68.0

M W 34.6 14,733 4,800 32.6 14,596 5,340 36.6

GCS STS OSS Days Rate*: 2009 to 2010

* Rate: days/100 adm: Total instructional days lost from OSS of STS for every 100 enrolled students for a whole school year.

sex ethnic2010_OSS2009_OSS


mean

days/100 adm GCSadm days days/100 adm GCSadm days days/100 adm

. GCS M AA 1 124.5 15,102 19,577 129.6 14,900 17,790 119.4

Western 499 Oak Hill E M AA 1 74.6 54 49 91.6 57 33 57.5

Western 439 Kirkman Park E M AA 2 86.0 61 63 103.3 67 46 68.7

Central 514 Peck E M AA 3 81.5 108 63 58.6 96 100 104.4

Western 511 Parkview E M AA 4 31.8 215 86 40.1 188 44 23.4

Western 346 Colfax E M AA 5 61.8 57 32 56.6 45 30 67.0

Northern 349 Cone E M AA 6 51.1 206 122 59.2 179 77 43.0

Southeastern 366 Falkener E M AA 7 34.3 237 95 40.2 232 66 28.4

Northern 436 Joyner E M AA 8 57.1 73 36 49.7 85 55 64.4

Southeastern 331 Bluford E M AA 9 33.1 175 55 31.4 155 54 34.8

Western 427 Johnson Street Global S M AA 10 42.4 87 54 62.4 80 18 22.4

Enrichment 592 Welborn M M AA 1 353.9 217 906 418.5 200 578 289.3

Western 367 Ferndale M M AA 2 314.7 140 366 262.4 155 568 366.9

Enrichment 402 Hairston M M AA 3 245.6 281 748 266.7 242 544 224.4

Central 316 Allen M M AA 4 211.2 216 585 271.5 192 289 150.8

Enrichment 415 Jackson M M AA 5 199.3 135 230 171.0 131 299 227.5

Southeastern 313 Southern M M AA 6 145.2 178 262 147.2 173 247 143.1

Enrichment 544 Smith H M AA 1 434.5 397 1,885 475.4 402 1,584 393.6

Western 406 H P Central H M AA 2 234.5 298 912 306.0 293 477 162.9

Central 394 Grimsley H M AA 3 354.6 317 1,289 407.3 301 908 301.9

Southeastern 556 Southern H M AA 4 304.2 199 519 260.8 215 748 347.6

Northern 484 Northeast H M AA 5 291.9 277 771 278.8 282 859 305.0

Southeastern 358 Eastern H M AA 6 233.8 279 663 238.1 295 677 229.5

sel

Selection of Schools: Rate* of OSS STS: 2009 to 2010

* Rate: days/100 adm: Total instructional days lost from OSS of STS for every 100 enrolled students for a whole school year.

2010_OSS2009_OSSregion code school name sex ethnic


Summary Report of Symposium Evaluations

Submitted by Disproportionality in Discipline Committee

August 14, 2012

On August 1st and 2nd of 2012, the Achieving Academic Excellence for African American

Males Project Team with Guilford County Schools hosted the first African American Male

Discipline Symposium at High Point University. In attendance were the administrations, teaching

staffs, and community members from Parkview Elementary, Ferndale Middle and High Point

Central High, the three pilot schools selected for the upcoming 2012-2013 school year. This

symposium was the exciting result of more than a year's worth of intentional research, shared

experiences, and strategic planning of the project team.

The symposium opened with the keynote speaker Dr. Daniel Losen who created the

context for the two day event through his presentation focusing on the national plight of African

American male students in our public school systems. Following the keynote address

participants rotated through a series of six breakout sessions. Each of these sessions lasted 90

minutes and was designed to focus on a distinct area of concern for our African American male

students as identified by the GCS project team.

In the Implicit Bias breakout session, facilitated by Monica Walker and Al Heggins, an

average of 94% of 141 participants surveyed agreed or strongly agreed that the presenters

were knowledgeable, the information was clear, and that they had learned something new of

value that could be utilized in their instructional planning, classroom management, and

relationship building with students and parents.

In the breakout session, Student Panels, facilitated by Vernon Hall and Audrey Harris

and student representatives from the Student Advisory Committee an average of 97% of the

148 participants surveyed agreed or strongly agreed that the presenters were knowledgeable,

the information was clear, and that they had learned something new of value that could be

utilized in their instructional planning, classroom management, and relationship building with

students and parents.

In the breakout session, Partnering with Parents and Families, facilitated by Dr. Wesley

Carter, an average of 96% of the 145 participants surveyed agreed or strongly agreed that the

presenters were knowledgeable, the information was clear, and that they had learned

something new of value that could be utilized in their instructional planning, classroom

management, and relationship building with students and parents.


In the Culturally Congruent Strategies, facilitated by Dr. Norma L. Day-Vines, an average

of 94.3% of the 147 participants surveyed agreed or strongly agreed that the presenters were

knowledgeable, the information was clear, and that they had learned something new of value

that could be utilized in their instructional planning, classroom management, and relationship

building with students and parents.

In the Data Analysis and Disproportionality breakout session, facilitated by Brenda

Elliott, Dr. Sandy Culmer, and L. Rosbor, an average of 88% of the 150 participants surveyed

agreed or strongly agreed that the presenters were knowledgeable, the information was clear,

and that they had learned something new of value that could be utilized in their instructional

planning, classroom management, and relationship building with students and parents.

In the breakout session, Promoting Resiliency in African American Male Students,

facilitated by Dr. David Miller, an average of 86% of the 143 participants surveyed agreed or

strongly agreed that the presenters were knowledgeable, the information was clear, and that

they had learned something new of value that could be utilized in their instructional planning,

classroom management, and relationship building with students and parents.

The surveys also allowed participants an opportunity to share further feedback in a

comments section. The common key takeaways from this section were overwhelmingly positive.

Participants frequently commented that they were emotionally moved by the data presented,

were honored by the presence of our superintendent and school board members in the

workshops, and felt deeply acknowledged and valued for having been chosen to take on this

work. Participants frequently requested that the same type of professional development and

training offered through the breakout sessions be made available throughout the school year.

There was an overwhelming request as well that the young men from the student advisory

committee visit the pilot schools and present to other students and community stakeholders.

There was one comment that profoundly captured the work from the symposium. One teacher

wrote, “Thank you for calling us courageous.”

Committee Members: Gwen Willis, Brenda Elliott, Al Heggins, Monica F. Walker, Sandra Culmer, Vernon Hall, Audrey Lynn Harris, Curtis Adair, Lisa Brenner, Carl Serrette, Tony Watlington, Joe Pass, and Anna Brady.


Guilford County Schools 2012 African American Male Disproportionality in Discipline

Summer Symposium BREAKOUT SESSION PRESENTATION EVALUATION

Session Title: Implicit Bias Presenters: Monica Walker & Al Heggins

No

Comment

Strongly

Disagree Disagree Agree

Strongly

Agree

The presenter was knowledgeable of the

subject matter shared during the session. 9.2 90%

The information shared was clear and

straightforward.

2% 10.6% 85.1%

The length of the presentation was

appropriate. 3.5% 22.6% 70.9%

I learned something new from the

presentation that I can utilize in my

instructional planning.

5.6% 19.1% 70.2%



classroom management.

5.6% 28.3% 62.4%



communications with students or parents.

2% 23.4% 72.3%

The time allotted for participants to interact

with the presenter in a Question and

Answer session was sufficient.

1% 10.6% 22.6% 65.2%

Overall, I was satisfied with the

presentation. 2% 16.3% 80.1%

2012 African American Male Student Discipline Symposium

BREAKOUT SESSION PRESENTATION EVALUATION


Session Title: Student Panel of African-American Male Students Presenters: Vernon Hall, Audrey Harris, Bryan Baccus, Akil Diggs, Sloan Taylor and Dano “Trey” Presseley

No

Comment

Strongly


Strongly

Agree


subject matter shared during the session. 10.2% 88.5%


straightforward. 1% 9.4% 89.9%


appropriate. 1% 3.3% 12.2% 83.7%




18.9% 76.4%




1% 12.1% 83.1%




1.3% 11.4% 85.8%


with the presenter in a Question and Answer

session was sufficient.

2% 8.1% 89.8%


presentation. 10.1% 89.9%


2012 African American Male Student Discipline Symposium BREAKOUT SESSION PRESENTATION EVALUATION

Session Title: Partnering with Parents and Families Presenter: Dr. Wesley Carter

No

Comment

Strongly


Strongly

Agree




straightforward. 6.6% 89.3%


appropriate. 2.7% 13.7% 81.3%




1.3% 15.1% 82.1%




1% 12.4% 86.2%




8.9% 90.3%




1% 10.3% 13.7% 72.4%


presentation. 12.4% 90.3%



Session Title: Data Analysis and Disproportionality Presenters: Brenda Elliott, Sandra Culmer and Lavonne Rosbor

No

Comment

Strongly


Strongly

Agree


subject matter shared during the session. 36% 65.3%


straightforward. 1% 8% 36% 54.6%


appropriate. 1.3% 7.3% 35.3% 58.3%




2.6% 9.3% 28.6% 50%




3.3% 8% 34.6% 49.3%




4.1% 8% 35.3% 46%




1% 9.3% 33% 53.3%


presentation. 2% 6% 37.3% 54%



Session Title: Promoting Resiliency in African-American Male Students Presenters: Dr. David Miller

No

Comment

Strongly


Strongly

Agree




straightforward. 1% 5.5% 41.3% 54.5%


appropriate. 3.4% 18.1% 34.9% 41.9%




1.3% 8.3% 44.1% 41.2%




1.3% 11.8% 41.9% 39.1%




1.3% 7.6% 44.1% 45.5%




5.5% 15.3% 38.5% 31.4%


presentation. 1.1% 6.9% 43.4 47.5%



Session Title: Culturally Congruent Strategies Presenters: Dr. Norma L. Day-Vines

No

Comment

Strongly


Strongly

Agree


subject matter shared during the session. 1% 7% 90.5%


straightforward. 2% 23.8% 79.5%


appropriate. 1.3% 5.4% 20.4% 70%




4% 18.3% 74.8%




2% 16.3% 78.9%




2.7% 17% 77.5%




1% 11.5% 31.2% 55%


presentation. 2.7% 18.3% 76.2%

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