School Discipline in a Full Service Community District ... · AAMA Services • Disrupt patterns of...
Transcript of School Discipline in a Full Service Community District ... · AAMA Services • Disrupt patterns of...
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School Discipline in a Full Service Community District: Oakland’s Story
July 17, 2015 Barbara McClung, Emilio Ortega,
Sgt. Antonio Fregoso, and Theresa Clincy
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Community Schools
Our Goal • To create a FULL SERVICE COMMUNITY
DISTRICT that serves the whole child, eliminates inequity, and provides each
child with an excellent teacher every day.
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National Trend of Disproportionality
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5
Significant Disparities
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Over-reliance on Exclusion When adults experience conflict with
students, they select immediate interventions which have long-term consequences: • Removing student from classroom • Parking student in a restricted environment • Assigning responsibility for change to
students and/or parents
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Implicit Bias
• Unconscious “hierarchy of caring” influencing who we care about and who we exclude from our care
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Exclusion at What Cost?
5,869
387
14
1,867
104
25
98
238
0 2000 4000 6000 8000
African…
Asian
Filipino
Latino
Multiple…
Native American
Pacific Islander
White
2010-2011 Days of Instruction Missed for Suspensions
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Voluntary Resolution Plan
• Binding agreement between OUSD and the Office of Civil Rights that spans 2012-2017 school years
• District commitment to reduce disproportionate suspensions of African American students
• Progress under the agreement -- closely monitored by the Office of Civil Rights
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Best Practices Restorative
Justice
Positive Behavioral
Support
Trauma Informed Practices
Manhood Development
Classes
Source:http://www.imaginesouthlake.org/wp-content/uploads/badeaux-hugs.jpg
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KEY QUESTION?
What comes to mind when you see this picture of an African American Male of Oakland Unified School District?
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KEY QUESTION?
Akintunde Ahmad Oakland Tech 2014 Grad
• 5.0 GPA • 2100 SAT • Student Athlete • Accepted to Yale,
Brown, Columbia & list of other top universities
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AAMA The “WHAT”
The Office of African American Male Achievement (AAMA) works to engage, encourage, and empower African American male students throughout the Oakland Unified School District (OUSD).
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AAMA Services • Disrupt patterns of institutional racism • Change the Narrative about Black boys in Oakland. • School-day academic mentoring course via the
Manhood Development Program (grades 4-10). • Revolutionary Literature course that satisfies English
requirements for UC and CSU admission (grades 11-12). • Man Up! Conferences • Parent engagement • Collaboration and partnership in support of African
American male achievement • Professional Development
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AAMA Academic Outcomes • 124% increase in Manhood Development
Program (MDP) student enrollment. • 79% of students have satisfactory or improved
school discipline records. • 20% of MDP have an increase in attendance
based upon the scale of satisfactory, at risk, moderate, and severe chronic absences.
• 30% of MDP participants are reading at or above grade level.
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AAMA Social Emotional Outcomes
• Demonstrate a significant increase in critical thinking and communication skills
• MDP Life Skills Assessment for high school students shows a statistically significant increase in goal setting & communication
• Show an increase in emotional intelligence, social acceptance, and self-efficacy
• Improvement in school belonging & academic attitudes
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Restorative Justice DEFINED Restorative Justice is a process to involve,
to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs and obligations, in order to heal and put things as right as possible.
-Howard Zehr
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Restorative Justice PARADIGM SHIFT
PUNITIVE RESTORATIVE CRIME
Violation of the LAW
Violation of People & Relationships
VICTIM The STATE
People & Relationships
GOAL
Punishment for offenders
Identifying the needs and obligations and repairing the harm of the victim and offenders
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Restorative Justice OUTCOMES Reduced office referrals for disruption 47% staff said that RJ has helped reduce referrals
for all students & 53% for African American students Reduced Suspensions Suspension for African American students for
disruption/willful defiance decreased by 40 % The Black/White discipline gap went down from 25
in 2011-2012 to 19 in 2012-2013 Resolved Conflicts & Improved School Climate 76% of 500 RJ harm/conflict circles were resolved ~70% of staff reported that restorative practices are
helping to improve school climate
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Restorative Justice OUTCOMES School-level Academic Outcomes Cumulative 4-year graduation rates in RJ schools
over the past 3 years (post-RJ intervention increased 60% for RJ schools, compared to 7% for Non-RJ schools.
In middle schools with a RJ program, a drop by 24%
in chronic absenteeism , compared to an estimated increase in non RJ middle schools of 62%
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Restorative Justice HEALS • Provides students with a safe space to
address the harm & conflict they are experiencing
• Helps remove the barriers to learning and school engagement
• Helps students to resolve their own harm and conflict in a safe way
• Build and repair broken friendships/ relationships
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Trauma Informed Policing
Data only reflects arrests made by OSPD. Data does reflect arrests made by the Oakland Police Department.
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Student Arrests 2009-2012
• Between 2009-2012 school years, the Oakland School Police Department had a total of 160 arrests
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2012- 2013
• In the 2012-2013 school year, the Oakland School Police Department had a total of 43 arrests
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2013-2014
• For the 2013-2014 school year, the Oakland School Police department had a total of 8 arrests on school sites for school related offenses
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What Changed?
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New Discipline Policies
• Ensure equity by reducing loss of instructional time for all students, particularly African American students
• Ensure equitable treatment of all students, particularly African American students, referred for discipline, as indicated by our data.
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Policy Development Team • Members included: 1.OUSD Police Chief 2.High School Network Supervisor 3.District Operations Staff 4.Quality Schools Department 5.Data and Research 6.Attendance and Discipline 7.Community Groups 8.Legal Department
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New Policies Contain • Shifts OUSD away from exclusionary
discipline. • Incorporates positive, preventative, and
restorative practices. • Adoption of a response to intervention
framework (PBIS tiered supports). • Establishes expectations for tracking
classroom referrals including interventions using the URF
• Student Discipline and Intervention Matrix.
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School-wide Positive Behavioral Support (SW PBIS)
• Common practice and approach to discipline
• Clear set of positive expectations and behaviors
• Consistent teaching and recognition of positive behavior
• Common procedures for preventing problem behavior
• Data system for progress monitoring
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New Policies Contain
• Limits on suspension • Defiance is now defined • Regular review of discipline data at site
and district level to determine if policies are being applied fairly and equitably
• Expectations that teachers use interventions before initiating a suspension except for more serious offenses
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Matrix Development • Researched Baltimore, Denver, and
LAUSD • Collaborated with Behavioral Health and
Legal • Engaged OEA, UAOS, ACLU, BOP, Public
Counsel, Network Superintendents, students, and PAC to gather feedback
• Plans to gather feedback parents are in process
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Expulsion Referrals
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Suspension Rates
9.3% 7.4% 5.3% 4.9%
18.6%
13.9%
10.2% 10.0%
23.3%
17.6%
12.3% 12.7%
0%
10%
20%
30%
40%
50%
60%
2010-11 2011-12 2013-13 2013-14
African AmericanMale Students
African AmericanStudents
OUSD All Students
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Where we were…
NOT AFFIRMED PUSHED OUT NOT SUPPORTED MORE RULES
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Systems Change
School Environments where ALL students can learn AA
MA
RJ
Trau
ma
Heal
ing
PBIS
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Engage, Encourage, Empower
We are not dangerous. Racism is.