Issue link: http://digital.copcomm.com/i/129419
SUSPENSION Suspensions spiked in 2008-09 after a former principal instituted a "zero tolerance" policy. The school had the highest number of suspensions in Northern California, with 52 percent of the school's black students suspended at least one time, compared with 25 percent of its white students. Elk Grove Education Association members and Burke decided to turn things around. Clear behavior expectations are now accompanied by consequences to avert suspensions. This includes lunchtime and Wednesday night detention. A "tools" program was formed — consisting of teachers, counselors, security and other staff members — to help students who do not respond to minor discipline. Team members determine the source of misbehavior and make sure students' needs are being met. Outreach efforts increased parental involvement; parents are invited to sit with their unruly kids in class. Counselors formed a conflict management program, training students to mediate disputes. "When students can work it out, they're not fighting, getting suspended and missing class," says head counselor Tyrone Weaver. When teachers formed professional learning communities, creating lessons to increase student engagement, academic achievement went up, says Lisa Adams, History Department chair. Teachers made more of an effort to form relationships with students, says Adams, who started attending students' basketball games and sponsoring clubs. "There's a consistent effort to get everyone on board with common goals, and have students connect to the campus," says math teacher Taira Redding. Connection is fostered through events such as lunchtime dances, kendama contests and barbecues for students who increase their GPA. Teachers reward good behavior in their classrooms. Redding, for example, has a "banking" system where students Tyrone Weaver rack up points for good behavior and can "buy" a pizza party. Rewarding the positive helped suspensions plummet and achievement soar: The 2011-12 school year had 729 suspensions, compared with 1,242 in 2008. Last year the school's API score went up by 42 points. "It's not perfect," says Redding. "We've gone through tremendous strife to get everyone on the same page with a schoolwide focus, common expectations for students and common staff goals. While there are a lot of good things happening, we still have a long ways to go. We are a work in progress." 22 California Educator May 2013 G Grant helps CTA define alternative discipline, close achievement gaps CTA members like you noted the disparity of suspension rates between students of color and white students, so CTA wrote policy and advocated for AB 1729 and a host of other bills signed into law last year. AB 1729 requires school districts to document alternatives taken prior to suspending a student. In addition, CTA received a grant from The California Endowment to address closing achievement gaps through positive disciplinary strategies and offering alternatives to traditional suspension and expulsion policies. The grant: • Helps CTA work with school districts to align discipline policies, implement restorative justice, and develop best practices for use in the classroom. • Promotes trainings both externally and internally using existing CTA workshops plus physical and social/emotional health-related trainings developed by UC San Francisco. • Supports comprehensive school discipline legislation.