Transcript Slide 1

TRAIN THE TRAINERS
DSC MODEL CODE
Goals of this webinar:
1. Familiarize yourself with the DSC Model Code and the Code
of Conduct Comparison Tool
2. Be able to run this activity in a local meeting or workshop to
help move forward local organizing goals in New Orleans
1
THINGS TO HAVE OPEN ON YOUR
COMPUTER OR PRINTED OUT IN
FRONT OF YOU

This Powerpoint

The DSC Comparison Tool – available in Word or PDF

The Recovery School District Code of Conduct – available
in Word or PDF
All Documents can be downloaded at:
http://www.dignityinschools.org/train-trainer-model-code-materials
2
AGENDA
Welcome and Introductions – 15 min
Sample Agenda for Local Training – 45 min

Intro to DSC

Local Data from New Orleans

Overview of Model Code

Exercises
Exercises – 50 min

Code of Conduct Comparison Tool

Elevator Pitch Exercise
Wrap-Up – 10 min

Questions about the Comparison Tool

Questions about Facilitating Local Trainings
3
GO AROUND QUESTION:
SHARE YOUR NAME, ORGANIZATION
AND ANSWER TO THIS QUESTION:
HAVE YOU EVER WORKED ON AN
EFFORT TO CHANGE YOUR LOCAL
CODE OF CONDUCT?
4
SAMPLE AGENDA:
MODEL CODE WORKSHOP
1. Welcome, Introductions and What is DSC?

Go around question and intro to DSC
2. Quick Overview of Discipline in New Orleans

Suspension/Expulsion Data and Student Code of Conduct
3. Overview of DSC Model Code

What is the Model Code?

What does it say about discipline?
4. Exercise to Compare DSC Model Code to Your Local Code

As a large group or in small groups, go through the Model Code
Comparison Tool (in small groups, you could give each group one page)

Report back to share one or two things you learned

Use the Strategy Chart to identify priorities for your campaign
5
SAMPLE TRAINING
WORKSHOP ON COMPARING YOUR
CODE OF CONDUCT TO THE
DSC MODEL CODE
6
DIGNITY IN SCHOOLS CAMPAIGN (DSC)

Challenges the systemic problem of pushout and advocates for the
human right of every young person to education and dignity

More than 75 organizations
from 22 states

Youth and parent
base-building

Legal and advocacy

Teachers and educators

Researchers
7
INTRODUCTION TO LOCAL ORGANIZATIONS
8
DATA ON NEW ORLEANS
Out-of-School Suspension (OSS) Rates in 2011-2012 School Year:
•
OSS rate in Louisiana statewide was 9.2%
•
Average OSS rate in RSD charter schools was 15.8%
•
Average OSS rate in RSD direct-run schools was 26.6%
1/3 of New Orleans public schools have a suspension rate over 20%
Schools with Highest Suspension Rates 2012-2013
GW Carver Collegiate Academy
GW Carver Preparatory Academy
Sci Academy
Cohen College Prep
Joseph S. Clark Preparatory HS
GW Carver HS
KIPP Renaissance HS
% Suspended
68.50%
61.36%
58.39%
46.39%
46.36%
45.45%
36.99%
9
OVERVIEW RSD CODE OF CONDUCT

Code of Conduct lists “Corrective Strategies” that can be used instead
of suspensions, ranging from creating behavior plans, contacting
parents to in-school suspension

Three Levels of Infractions


Level 1 - Non-suspendable (dress code, profanity, etc.)

Level 2 – May receive suspension, corrective strategies
encouraged (willful disobedience, fighting, etc.)

Level 3 – May be expelled (weapons, assault, etc.)
Students suspended 3 or more consecutive days will be provided
schoolwork during their suspension
10
ORGANIZING IN NEW ORLEANS – OUR GOALS


Objectives of Criminal Justice and Education Equity Caucus
Work Group:

Empower and educate parents, students and the community about current
suspension and expulsion policies and their impact.

Identify current legislation and discipline codes that play a factor in school
push out, removal and serve as a gateway to the “School to Prison Pipeline.”

Provide training on model student codes, including Dignity in Schools
“Model Code on Education and Dignity.”

Encourage outreach and engage parents, youth, and advocates in the
development and proposal of alternatives to the current suspension and
expulsion policies that reflect human rights and dignity in education, and
provide effective alternatives for school administrators.
Identify 2-3 pilot schools in New Orleans to use the Model Code
to revise their Codes of Conduct and improve implementation.
11
ANY QUESTIONS SO FAR?
ANYTHING ELSE YOU WOULD WANT TO
SHARE ABOUT WHAT’S GOING ON IN NEW
ORLEANS?
12
WHAT IS THE DSC MODEL CODE?

Model policies for schools, districts and
legislators to address school pushout and
create safe and positive climates for
learning

Based on research, best practices and on
the ground experiences of students,
parents and educators

Rooted in fundamental human rights
principle that the goal of education is to
develop each young person to their full
potential
13
HOW WAS THE MODEL CODE DEVELOPED?

Drafted and reviewed by
members of the Model Code
Working Group

Reviewed at two
American Bar Association
summits

Reviewed and edited at
community engagement
sessions with students, parents
and teachers in 8 different states
(CA, FL, GA, IL, LA, MS, NY, PA)
14
OVERVIEW OF THE DSC MODEL CODE
1. Education
2. Participation
3. Dignity
4. Freedom from
Discrimination
5. Monitoring &
Accountability
Full Potential of
Children and
Youth
Stakeholder
Rights
School Climate &
Discipline
Eliminating
Discrimination
Right to
Information
Core program
elements of the
right to education
Steps to ensure
meaningful role in
decision-making
Preventive and
positive
approaches
Practices,
structures and
outcomes
Disaggregated and
accessible to
communities
Ensuring Equity in
Education
Rights of Children
and Youth
Avoiding
Criminalization
Disproportionate
Discipline
Data Collection
Rights of Parents
and Guardians
Right to Remain in
School
Students with
Disabilities
Monitoring &
Community
Analysis
15
USING THE MODEL CODE
Identify which sections of the Code are most relevant
to your community or school
Compare the Model Code to the existing law or policy
Use “recommended language” from the Code to help
shape policy changes
Use guidelines in the Model Code to assist with
implementation
15
16
ANY QUESTIONS ABOUT THE MODEL CODE
AND HOW IT WAS DEVELOPED?
17
TODAY’S FOCUS: CHAPTER 3.1
POSITIVE SCHOOL DISCIPLINE
• Human Rights Goal:
School discipline policies shall be aimed at creating a positive school
climate, supporting the social and emotional development of students
and teaching non-violence and respect for everyone in the school
community.
• Recommended Language:
States, districts and schools shall adopt evidence-based, school-wide,
preventive and positive discipline policies that are developed with
participation of students, parents or guardians, educators and other
stakeholders.
18
POSITIVE APPROACH TO DISCIPLINE
Clear Expectations
and Graduated Levels
of Support and
Intervention
• Consequences for misbehavior that are
individualized, consistent, reasonable, fair, age
appropriate and match the severity of the
student’s behavior
Knowledge of
School Policies and
Practices
• Ensure students, parents and teachers know and
understand all of the school norms,
expectations, rules and processes
Non-Exclusionary
Discipline Responses
• Prioritize alternatives to suspension, including
but not limited to:
• Mediation and conflict resolution
• Restorative circles, conversations and family
group conferences
• Counseling
• Tiered support team interventions
19
LIMITS ON EXCLUSIONARY DISCIPLINE
Limit Suspension and
Expulsion
• Only for the most serious offenses
• Only after non-exclusionary
discipline alternatives have been
carefully considered, tried and
documented
• Only after it is determined that
exclusion from school is absolutely
necessary to protect the safety of
the school community
End Zero-tolerance Policies
• Revise state laws, district Codes of
Conduct and school discipline
policies to eliminate any mandates
for suspension or expulsion for
specific offenses
(Except where mandated by
federal law)
• Only after considering the full
impact of the decision on both the
student and the school
community.
20
CH 3.1.C GUIDELINES FOR EXCLUSION (PG. 34)
No suspension more than 5 days in a row, or 10 days total in a year
Right to remain in school and receive alternative, equivalent
education during suspension or expulsion
Factors to consider prior to exclusion (full list in the code):
- disciplinary history, academic history, what interventions have been tried
- severity of the offense, whether was acting in self-defense
- family situation, mental illness and undiagnosed disability
Suspension shall be prohibited for minor misbehavior:
- Being late to school or class or being absent
- Violating school dress code or uniform rules
- Insubordination, defiance, disobedience, disrespect, or disruptive or rowdy behavior,
- Behavior that happens off of school grounds and not as part of school-sponsored activity
21
DISTRICT SCHOOL CLIMATE AND
BEHAVIOR COMMITTEE
Representation of all school stakeholders with training in positive
approaches to discipline, like SWPBIS and restorative practices, to:

Develop guidelines for implementing positive school-wide
approaches to discipline, including SWPBIS and Restorative
Practices.

Ensure schools and communities receive training and technical
assistance in implementing positive approaches.

Create mechanisms to collect and evaluate data and intervene
where there are high rates of exclusion and/or disparities.
22
SCHOOL CLIMATE AND BEHAVIOR
LEADERSHIP TEAM
Representation of all school stakeholders with training in positive
approaches to discipline, like SWPBIS and restorative practices, to:

Create plans, share information and secure school-wide support
for implementing SWPBIS and restorative practices.

Develop school-wide norms or behavioral expectations.

Develop trainings, lesson plans and strategies for preventing and
responding to misbehavior.

Develop strategies for preventing and eliminating discrimination.

Track and evaluate discipline data and monitor and evaluate
implementation of positive discipline
23
PARENT PARTICIPATION IN DECISION-MAKING
Schools shall ensure that parents or guardians have a right to
monitor and evaluate implementation of school policies and
practices, including:
1. Regular, parent or guardian-led school forums at which
school staff must listen and respond to parent and guardian
assessments;
2.Open and clear communication to parents or guardians
about their right to visit schools and classrooms;
3.Parent or guardian-led assessments of schools to identify
areas that need more accountability; and
4.Policies that protect parents’ and guardians’ right to monitor
schools’ implementation of programs without retaliation.
24
PARENT PARTICIPATION IN CHILD’S EDUCATION
Schools shall ensure parents or guardians have a right to
participate in decisions affecting their individual child’s
education including, but not limited to:
1. Adherence by teachers, administrators and other school staff
to an “early warning” system that identifies academic or
behavioral challenges as soon as possible and works with
parents or guardians to identify solutions;
2.Participation in restorative discipline solutions (see Section
3.1.b of this Code); and
3.Protection of due process rights, including as related to
school discipline (see Section 3.1.d of this Code)
25
ANY QUESTIONS ON OVERVIEW OF
MODEL CODE?
WHAT ARE OTHER THINGS WE COULD DO
TO MONITOR IMPLEMENTATION?
26
MODEL CODE COMPARISON TOOL
Now participants can work through the Model Code Comparison
Tool as a large group or in small groups.
27
MODEL CODE STRATEGY CHART
Now participants can identify top priorities to work on to make
changes to their local code of conduct.
28
RECENT TRAINING IN JERSEY CITY
29
EXAMPLE OF STRATEGY
CHART ANSWERS
OTHER RESOURCES FOR
LOCAL TRAININGS:

Community Toolkit

Template Evaluation
Form

What else?
30
ELEVATOR PITCH EXERCISE FROM TOOLKIT
Instructions: Break up participants into teams of 3-5 people. Each team
should discuss the Scenario below and develop their elevator pitch. Then
each team will pick one person to “play” the Superintendent and one person
to give the pitch. Each team will act out their elevator pitch in front of the
large group.
Scenario: Imagine you are riding in an elevator when suddenly the
superintendent of your school district (or principal of your school) enters.
You see her press the button for the eleventh floor, meaning you have just
about two minutes to convince her to implement the Model Code. What will
you say to get your point across to her in such a short period of time?
Note: Make sure to make a request of the decision maker that will allow you
to follow up with them, such as a commitment to read the code or share it
with other policy makers.
31
NEXT STEPS

Read the Model Code and share with others
http://www.dignityinschools.org/our-work/model-schoolcode

What are other next steps we could ask for in the New
Orleans trainings?
32
Q&A
QUESTIONS ABOUT EXERCISES?
LOCAL TRAININGS?
33
THANK YOU!
34