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Dr. Wiechmann Sanger Unified School District dwiechmann@sbcglobal.net Dr. J. Hannigan jessica@pbischampionmodelsystem.com Central Unified School District 1 Slide 2 Enter 22333 in your To Field Word wall: Enter 684216 followed by a word 684216 compassionate For multiple choice just enter the number 773676 22333 2 Slide 3 3 Slide 4 4 Slide 5 Educational Leadership 101 5 Slide 6 6 Slide 7 7 Slide 8 5 Second Philosophy Check Which best describes your approach? 8 Slide 9 9 Slide 10 10 Slide 11 Objectives Setting the framework for restorative justice Missions of School History of school discipline Social justice issues related to excluding students from school Consequences Theoretical Framework Review how Sanger & Central Unified Started Identify where we were Talk about the process Provide usable forms to get started Be honest about where we are 11 Slide 12 Mission of Schools-Example The primary mission of any school system is to educate students. To achieve this goal, the school district must maintain a culture and environment where all students feel safe, nurtured, and valued and where order and civility are expected standards of behavior. Schools cannot allow unacceptable behavior to interfere with the school districts primary mission (American Academy of Pediatrics, 2013). 12 Slide 13 Quick Check #2 Write down what you think is the primary mission of your school or district regarding discipline. Discuss this with others at your table. Be prepared to share out. 13 Slide 14 14 Slide 15 15 Slide 16 So what is discipline? Why does this matter? Out-of-school suspension and expulsion are the most severe consequences that a school district can impose for unacceptable behavior. Traditionally, these consequences have been reserved for offenses deemed especially severe or dangerous and/or for recalcitrant offenders. However, the implications and consequences of out-of-school suspension and expulsion and zero-tolerance are of such severity that their application and appropriateness for a developing child require periodic review (American Academy of Pediatrics, 2013). 16 Slide 17 Educational History of Discipline The Gun-Free Schools Act of 1994 (Pub L No. 103-882, x 14601) popularized the concept of zero tolerance in the theory and practice of behavior control and discipline in schools and, in many cases, profoundly altered the entire discussion of these topics. Solidified by Columbine 1999. 17 Slide 18 So what is your district policy on discipline? Answer the following questions about policies at your school or district and why they are the way they are. Student brings a gun to school Sells drugs Has less than an ounce of marijuana Stole the teachers iPhone Got in a fist fight Threatens to stab someone 18 Slide 19 Educational Policy Outcomes According to the Education Commission of the States (2002), 64% of the states have passed legislation since 1993 that mandate student placement in alternative education schools or programs for various behavioral infractions zero tolerance. As a result, there are currently 10,000 alternative education schools and programs in operation across the United States, serving over 600,000 students who have been removed from comprehensive campuses. 19 Slide 20 Social Justice Outcomes Harvard Civil Rights project reported that over 3.1 million students were suspended from school and over 87,000 students were expelled under the pressure of policies that replaced professional judgment with mandated recommendations for suspensions or expulsions for major and minor behavioral infractions. 20 Slide 21 Social Justice Outcomes Continued As with many educational policies the intended outcome is justice for all. Justice should be blind, however, like many educational issues, justice appears to be blind only to certain populations (Christle, Nelson, & Jolivette, 2004; Mendez & Knoff, 2003; SRA and Associates, 2000; Townsend, 2000). 21 Slide 22 Social Justice Outcomes Continued African American students make up 17% of the school population, however, they account for over 32% of the suspensions. Comparatively speaking, White students make up 63% of the school population, however, they account for only 50% of suspensions. 22 Slide 23 Social Justice Outcomes Continued Verdugo (2002) examined if minority students simply act out more, which lead to a higher percentage of suspensions and expulsions. He found that minority students were suspended or sanctioned more often under ambiguous rather than concrete violations. Minority students were suspended and expelled for violations that required an authoritative interpretation, such as class disruptions, or being a danger on campus. White students, however, were more often suspended or expelled for concrete violations, such as bringing drugs to school or possessing weapons. For California this was the 48900 k violation. 23 Slide 24 24 Slide 25 25 Slide 26 Stand Alone 48900 k Violations State of California 2012-1013: Data Trends Defiance Suspensions (In School) Defiance Suspensions (Out School) Other Suspensions (In School) Other Suspensions (Out School) Total Suspensions Defiance Expulsions Other Expulsions Total Expulsions Hispanic Or Latino Of Any Race 54,88585,29618,591164,022322,7942174,6234,840 American Indian Or Alaska Native, Not Hispanic 1,3722,3165774,1348,39924123147 Asian, Not Hispanic 1,5122,7127486,77411,7466186192 Pacific Islander, Not Hispanic 6278992322,1003,85834851 Filipino, Not Hispanic 6991,0643662,6734,802065 African American, Not Hispanic 18,04230,9036,34461,785117,074601,0951,155 White, Not Hispanic 21,28731,2218,27562,355123,1381671,6901,857 Two Or More Races, Not Hispanic 2,0423,8319117,84814,6329185194 None Reported 4887582161,8713,33395463 26 Slide 27 Observed vs. Expected Total Suspensions expected suspensionsDifference Hispanic Or Latino Of Any Race 322794225617.1 97176.88 American Indian Or Alaska Native, Not Hispanic 839911585.74 -3186.74 Asian, Not Hispanic 1174690856.62 -79110.6 Pacific Islander, Not Hispanic 38584268.432 -410.432 Filipino, Not Hispanic 480223781.26 -18979.3 African American, Not Hispanic 11707443903.87 73170.13 White, Not Hispanic 123138257935.2 -134797 Two Or More Races, Not Hispanic 1463229269.25 -14637.2 27 Slide 28