In 1995 the Texas Legislature established policy that, among other things, required school districts to create disciplinary alternative education programs (DAEP). These campuses were meant to be alternative locations to temporarily assign students that violated school policies and laws in general. While there are specific actions that can lead to placement at a DAEP districts exercise discretion when placing students for violations of campus and district codes of conduct.
While placed at a DAEP students can find a variety of circumstances depending on the district. In Manor, Texas, just east of Austin, students remain on the home campus roster, meaning the home campus teacher(s) remain the teacher of record. This theoretically allows an easy transition back to campus and avoids disruptive transfers. This system does create a need for communication and solutions for assignment and content distribution. This has created imperfect practices in the past due to unclear instructions, inconsistent campus policies, and slow transportation of paper assignments.
Clogging the Pipeline
Researchers have examined the link between school discipline, such as DAEP programs, and future incarceration. This “school-to-prison pipeline” was researched by the nonprofit Texas Appleseed in 2007 with some alarming conclusions. Students that had been referred to DAEP programs were five times as likely to dropout of school. With over 80% of the prison population listed as high school dropouts the connection between incarceration and completing high school was found to be significant.
Recidivism rates for DAEPs were reported at 30% in 2006-2007 in Texas creating yet another pipeline with students experiencing the “revolving door” effect, most commonly associated with prison recidivism. At Manor ISD's DAEP, Manor Alternative Placement (MAP), 2014-15 recidivism rates climbed to 18% with rates as high as 24% at specific campuses. While these rates were lower than the state average there was enough concern to prompt action.
While solutions to specific student behaviors involve many systems such as PBIS and RtI initiatives there was an obvious issue with recidivism and academic gaps in the numbers. By targeting the issue of workflow and campus connection it was theorized that the recidivism rate would decrease and academic success would rise, thereby impacting the risk factors for student drop out. The solution would come in the form of a digital tool that was already well established in the district.
DigiAEP
In collaboration with MAP principal, Dr. Marcus Jones, Google Drive was implemented to solve the workflow issues. By creating a district-shared folder, teachers are able to upload their assignments in digital format in order to eliminate the transfer of paper documents from home campus to MAP. Teachers were trained on uploading assignments, how to name them for easy searching, and scanning solutions utilizing district owned iPads and scan apps. Most assignments are being created digitally by teachers so the process is fairly simple, and inadvertently saves the campus money for eliminating the need to print and send.
After a pilot year with a set group of teachers the system was set as official MAP policy and is being enforced throughout the district. Thousands of assignments have been distributed through this process, keeping the student on task with high quality instruction and connected to their teachers. Through campus-based initiatives a large portion of staff have also adopted learning management systems such as Google Classroom and students are literally still part of the class despite being miles away.
This type of distance learning opens up many possibilities with home bound students and district weather days. This has been practiced since 2013 in states like Illinois that have several snow days a year. To avoid adding days to the end of the calendar districts are experimenting with distance learning opportunities to deliver content, instruction, and assessment to their students.
While digital tools will never replace the facilitation of a teacher, they can connect the teacher
to the students through video conferencing. Manor ISD has adopted the tool Zoom to connect DAEP students to their classroom teachers. Other tools such as Google Hangouts and Skype have been used in similar circumstances. These tools allow the students to receive direct instruction and present questions during their MAP placement. Perhaps more importantly the visual connection creates or continues the emotional connection between the student and their home campus.
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| Teacher Screen Sharing with DAEP Student |
An intended effect of this could be that the student is less likely to commit another offense when they return to their home campus that could get them sent back to the DAEP. While the variables involved in removing the recidivism issue are impossible to quantify, it is logical that a student that remains academically on track and emotionally tied to their home campus will be more likely to act in a way that allows them to stay.
While in a perfect world students would comply with rules and laws and the need for DAEP campuses would disappear reality ensures that alternative avenues exist for differentiation in education. Digital collaborative tools such as Google Apps for Education and Zoom open amazing possibilities to keep students, teachers, administrators, and the larger community connected. For more information on systems like Manor ISD DigiAEP, bringing Google Apps for Education to your school or district, or implementing digital tools and solutions email tejashanson@gmail.com.
*Update 3/11/16- After running 2nd Tri numbers Manor ISD district recidivism is at 11.2%, almost 7 points below last years rate.
*Update 3/11/16- After running 2nd Tri numbers Manor ISD district recidivism is at 11.2%, almost 7 points below last years rate.
Works Cited
"Disciplinary Alternative Education Programs in Texas." Disciplinary Alternative Education Programs in Texas. Web. 04 Mar. 2016.
“Texas School to Prison Pipeline.” Fitzgerald-Fowler, Deborah. Texas Appleseed. Oct. 2007.
Other Resources
"School-To-Prison Pipeline In Texas." School-To-Prison Pipeline In Texas. Web. 04 Mar. 2016.
