The Glade 4.0

II. Discipline
A. Purpose
TUSD will administer discipline in a fair and equitable manner, striving for no ethnic/racial
disparities.
B. Background
TUSD recognizes that there are ethnic/racial disparities in student discipline actions (see
Appendix E.1 and E.2 for suspension data).
C. Action Plan
Beginning in 2009–10, with annual review for continued improvement:
1. As appropriate, the Department of Student Equity will interact with each school to
review suspension data (in-school and out-of-school). School data that show disparities
in suspension/expulsion rates will be examined in detail for root causes. Special
attention will be dedicated to data regarding African American and Hispanic students.
2. The assistant superintendent and director, or both, will receive monthly
suspension/expulsion data and will confer with the school about action steps to be taken
to address disparities.
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3. The Equity Team will ensure that disciplinary policies focus on improving students’
future behavior, rather than inflicting punishment, and that they represent a commitment
to social justice for all students.
Goal 1
To change the punitive nature of TUSD discipline policies and practices.
1. Background
Students who are suspended lose learning time. The goal is to shift from a culture of punishment
to one of discipline that focuses on teaching students how to behave responsibly when
confronted with conflicts and to learn appropriate problem-solving strategies that will help them
become responsible and caring adults.
2. Action Plan
Beginning in 2009–10, with annual review for continued improvement:
a. Teachers, administrators and staff will be trained in establishing meaningful and
authentic relationships with students.
b. Students will be surveyed each semester to gauge student perceptions about teacherstudent
interactions. Staff will be surveyed to gauge effectiveness of “Capturing Kids
Hearts,” which is being implemented at Hohokam, Valencia, Wakefield, and Maxwell
Middle Schools.
c. The DSE will work in partnership with administrators and teachers to design,
implement, and evaluate protocols that minimize referrals and suspensions, especially
those of African American and Hispanic students.
d. The DSE will work with schools to ensure that alleged race and racism issues are
resolved through a constructive and justice-based orientation.
e. Administrators and staff will be provided training on conducting accountability
conferences with misbehaving students.
f. The DSE will provide professional development support and training to schools
regarding bullying, so that school personnel are able to identify and minimize bullying
among students.
3. Expected Outcome
*A decrease in student discipline referrals in school year 2009–2010 and thereafter, especially
with regard to African American and Hispanic students.
Goal 2
The district will reduce the disproportionate number of suspensions of African American and
Hispanic students.
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1. Background
Factors that contribute to reducing students’ suspensions include positive adult relationships with
students, restorative practices, student-centered learning environments, and school-community
networks that support student and family.
2. Action Plan
Beginning in 2009–10 with annual review for continued improvement:
a. Sites with racially/ethnically disproportionate or excessive student disciplinary
events will have as part of their comprehensive school improvement plan (or plan
to develop a First Choice school) strategies to address student management. Sites
will be directed to use restorative practices or a comparable model.
b. Training in restorative practices will be provided to school administrators
beginning in the second semester of 2008–2009 and continuing through the first
semester of 2009–2010 and with annual review for continued improvement.
c. DSE will offer professional development training to school staff on restorative
practices in the 2009–2010 school year and thereafter.
d. All long-term suspensions will be reviewed by the Director of Student Equity.
d. TUSD will use data reports to identify schools with unusual patterns or rates of
discipline, in order to determine the causes of these patterns and take immediate
action in collaboration with the school to correct them.
3. Expected Outcomes
• *Decline in out-of-school suspensions, both short-term and long-term, beginning in the
2009–2010 school year and thereafter especially with regard to African American and
Hispanic students.
• *Reduction in the number of students suspended more than once.
• *Increase in the number of students referred to Alternative to Suspension Programs.
Goal 3
To reduce in-school suspensions and to change the punitive nature of in-house suspension
programs.
1. Background
In-house suspension programs for too long have been places where students were sent to be
ostracized in a sterile environment. There has been little or no emphasis on character building
and restorative practices that teach students about using appropriate behavioral strategies. The
goal of the in-house suspension program should be to reintegrate students into the general
learning environment as soon as possible.
2. Action Plan
Beginning in 2009–10 with annual review for continued improvement:
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a. Schools will train in-house suspension teachers in restorative-based or similar practices
and require them to integrate these practices into in-house suspension programs.
b. Schools will use reporting of student placements in in-house suspension programs as a
basis for examining the efficacy of the program. Prior to returning students to the
regular classroom, opportunities will be provided to better equip them to remain in their
classroom.
3. Expected Outcome
• *In-house suspension programs will see a decline in overall student placements by the
end of the first semester of the 2009–2010 school year, especially with regard to
African American and Hispanic students.
• The nature and scope of in-house suspension will become more restorative and
redemptive.
• *The number of students with multiple in-house suspensions will be reduced, in
particular among African American and Hispanic students.

...

The district is in the early stages of moving toward a "restorative," as opposed to punitive, method of discipline, Fish said, but that would be an opportunity offered regardless of race. Not every school has come on board with the model, he said, but "this would apply to all children. There is no such thing as treating one class of students differently."

To see how that might work, consider two sessions Fish recently ran.

In one case, two students got into a fight. A suspension is usually automatic, depending on the severity of the brawl. But in this case, Fish called both students in, along with their parents, a school counselor and a teacher, and talked about what happened and how the boys' actions affected others. The parents expressed their disappointment. The boys expressed remorse and shook hands. Instead of going home for a number of days, they went back to class.

In another case Fish oversaw, a student exposed himself to a female student. Both sets of parents were again called into the conference. The boy, who had his head down and fiddled with his thumbs through the interview, had to explain what he did. The victim talked about how it made her feel. In the end, the male student said he was just trying to be cool. He admitted he was not raised to act that way. And he apologized.

The boy was not suspended but was transferred to another school, Fish said. "We're teaching kids about the mistakes they've made," Fish said, adding that the most common misconception he's heard is that the district is proposing letting kids off the hook for misdeeds.

"People miss the point because they assume when they're disciplining kids, they're doing that. But they're really punishing kids. If you're out of school 10 days or 45 days and you're not dealing with the infraction, you haven't changed your thoughts or behaviors or actions."

Some behaviors, including having drugs or weapons at school, or committing aggravated assault, will still carry suspensions, Fish said, but the majority of the cases would better lend themselves to a learning opportunity.

TUSD Governing Board member Adelita Grijalva said the column was right in one aspect. "Currently, we do have a two-tiered system," she maintained. "If you look at children of color vs. Caucasian children, you will see that for the same kind of offenses, children of color are getting more severe consequences."

She said administrators have had too much discretion over the years to give some kids a pass while throwing the book at others. And since the majority of teachers are Anglo, they might not understand cultural differences.

...

She said administrators have had too much discretion over the years to give some kids a pass while throwing the book at others. And since the majority of teachers are Anglo, they might not understand cultural differences.

Facism is not a school of thought, it is a racial slur.

Facism is not a school of thought, it is a racial slur.

What if the minority students actually are doing more things to warrant suspension? What if the disparity is actually warranted?

Then you find more white kids to punish to even it up.

OR

Let off more minorities.

Then you find more white kids to punish to even it up.

OR

Let off more minorities.

Hey! Physical Violence is inappropriate!

/reported!

But... I'm BatMod!

I suppose I'll go see if Gladetropolis needs a caped vigilante.

My power of piscine telepathy is completely useless here!

19 Yet she became more and more promiscuous as she recalled the days of her youth, when she was a prostitute in Egypt. 20 There she lusted after her lovers, whose genitals were like those of donkeys and whose emission was like that of horses.

This doesn't happen in home schooling.

imo they need to bring back the cane or at least something more deterrent then "you go home and play with your ps3, mmo, basketball". As a kid thats a good thing not bad.