Safe and supportive schools

That’s what we all want, right? Tonight at our Committee of the Whole the Board got our annual report on the implementation of the Safe and Supportive Schools resolution we passed in 2014. That resolution followed on the groundbreaking Restorative Practices resolution the Board adopted in 2009, which has completely changed the way the district approaches discipline.

I don’t want to minimize how much of a shift it has been, nor how much more has been demanded of teachers — sometimes without the necessary support and training. Passing resolutions and demanding change is one thing: you also have to back it up with dollars and training and support, and sometimes these resources haven’t been as available as they should have been.

Mainly what the resolution has accomplished is a big drop in suspensions. We have also seen much better tracking of out-of-school time–absences and also out of class referrals. We now have a much better idea of how much time students-especially students of color–are spending out of class, and while the picture is still quite depressing we at least are beginning to be able to trust the data.

No one should point fingers or be happy about this data: as a community we all own it and have a responsibility to improve it. Teachers are doing their best to manage sometimes difficult behaviors from students, parents are doing their best to get kids to school, and kids are doing their best to engage in class. And all of us can do better, if we support each other and figure out how to meet the most pressing needs in our communities.

Anyway, I highly recommend a close read of the latest report. It does a great job of detailing the district’s current approach and investments in safe and supportive schools, and is a good resource for anyone who wants to know more about the implementation of this very important and beneficial policy.

 

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One response to “Safe and supportive schools

  1. I read the report. The question remains on how all of this impacts outcomes for treated and untreated students. Keeping a disruptive student in class could take teaching time away from non-disruptive students. Also the data are somewhat misleading. It shows the numbers without taking the total population into account; the total number of AA students has decreased.