One of the challenges of combatting zero tolerance policies and practices in schools requires providing an alternative methods of dealing with conflicts between students, students and teachers, and the lack of a positive and supportive school climate.
Central Valley Movement Building supports and advocates the use of the restorative justice models in schools and districts with a particular focus on what is called Restorative Justice Circles.
The traditional method of suspending and sending students home when they get into a fight or other altercations simply does not work to keep students in school or help develop mutual respect amongst students and the school in general. The goal should be that schools, teachers, staff and administrators help build a positive climate for students in which zero tolerance policies and countless stated and unstated rules are replaced by a climate of mutual respect and caring.
Five Selected Videos
The following are five chosen videos about restorative justice circles that provide an overview of how useful restorative justice circles work and the positive impact they can have in schools. If you find it useful, you might consider showing one of these videos to your group, classroom, or at a school board meetings. Strike up a conversations with your peers, fellow parents, and teachers about restorative justice circles in your school or district.
Restorative Circles: Creating a Safe Environment for Students to Reflect
A daily meeting provides space for students to reflect on their behavior and find positive ways to resolve conflicts.
Colorado high school replaces punishment with ‘talking circles’
At Hinkley High School in Aurora, Colo., students, parents and administration are meeting face-to-face to resolve student conflict with conversation. The number of physical altercations has taken a nosedive as this new type of disciplinary action, called “restorative justice,” replaces suspension. Hari Sreenivasan has the story.
The “Why” of Restorative Practices in Spokane Public Schools
Restorative Practices is an approach to promoting positive behaviors that focuses on understanding the conflict and how to repair the harm, rather than traditional discipline.
This video outlines how it works in Spokane Public Schools. Learn more at www.spokaneschools.org/Restorative.
Restorative Justice in Oakland Schools: Tier One. Community Building Circle
A pair of students at MetWest High School, an Oakland public school in Oakland, Calif., facilitate a community-building circle in their classroom.
Introducing Restorative Justice for Oakland Youth
RJOY’s mission is to fundamentally shift the way we respond to youthful wrongdoing from punitive approaches that inflict more harm to restorative approaches that repair it.
In just over a year, parents in California City have made great progress in organizing and advocating for Black and Brown students in Mojave Unified School District.
Parents formed a group now called the Cal City-Parents Student Association (CCPSA). This year, working closely with the Dolores Huerta Foundation (DHF) in Bakersfield and the Central Valley Movement Building, parents started attending and speaking out at the MUSD Board meetings.
As part of their presentation in a local public Local Control Accountability Plan hearing, DHF and CCPSA made specific recommendations on behalf students of color in the MUSD district.
In part, the recommendations include:
School Climate MUSD is currently allocating $842,815 for PBIS (Positive Behavior Interventions and Supports). However, students are constantly being suspended and expelled without any intervention and any parent contact and students are being referred to police. This kind of zero-tolerance policy creates a negative school climate that guarantees an incriminating student record. MUSD must be use these funds to correctly implement PBIS.
Cultural Awareness Although the student demographics are 65% students of color, there is only $7,000 being on spent on cultural awareness. Parents have been told that there is lack of cultural awareness curriculum; however, there are public documentaries and other resources which can be used for classroom instruction. Students deserve to be taught curriculum that represents their demographics. MUSD must increase these funds as well as implement cultural competency training for staff.
Parent Engagement In order to increase parent engagement, MUSD must allocate funds for the creation of an African American Parent Committee. This will allow parents to analyze the needs of students and be able to create programs that will lead to student academic achievement.
Student Achievement Parents would like to see more transparency in the grading system. The parent portal is not being utilized and the district must create a system which is accessible to parents to keep track of their child’s academic progress.
These and other recommendations have been included in MUSD’s LCAP for the upcoming school year 2018-19.
CCPSA, DHF, and CVMB will continue to push and monitor the implementation of the LCAP recommendations. Parents will continue to attend board meetings and specifically push for the formation of an African American parent committee for the district or in specific schools in California City.
The goal of the parents and supporting organizations is to work with the MUSD to bring about measurable outcomes that include a reduction in the suspension rates, an increase in the graduation rates of students of color by making use of positive behavioral interventions and supports (PBIS) and restorative justice practices, as well as culture sensitivity training and teaching for teachers and staff.
Similar goals and actions are taking place with other CVMB partners, including the Black Parallel School Board in Sacramento, the Merced Black Parallel School Board, and Kern Education Justice Collaborative. These groups also participated in CVMB’s April convening where they received a Know Your Rights Presentation and a detailed presentation about the high suspension rates in the Central Valley.
The following a Letter to the Editor to the Mojave Desert News is in response to an article the newspaper published about CVMB partners (the Ca City Parents Students Association and Dolores Huerta Foundation) speaking at the Mojave Unified School District. Re: MUSD does the LCAP dance”
This response letter reflects the direct actions CVMB and our partners are taking to make demands and changes for African American students in California City public schools.
The recent article about Mojave Unified School District board should have appeared in the Opinion section of your paper rather than the News section. The article erroneously misreports the issues brought up by parents and supporters at the board meeting.
According to California law, school districts are required to hold public hearings, in which parents can give recommendations on how to allocate state funds for student achievement.
Our parent group, the Cal City-Parents Student Association (CCPSA), not the “District African American Parent Council” as reported, works to monitor and address problems faced by students of color, and particularly African American students, unfairly targeted in MUSD schools.
CCPSA is also supported by the Dolores Huerta Foundation (DHF) out of Kern County that helps parents advocate against discriminatory practices in the district, and which led to KHSD settling in a lawsuit in which they must implement Positive Behavior Interventions and Supports (PBIS) to ensure they are not expelling or suspending students on racially implicit biases, just as African American students who are unfairly treated in the MUSD district.
DHF also spoke at the meeting to clarify the purpose of Local Control Accountability Plan (LCAP), which supports English Language Learners, foster youth and low-income students. LCAP funds must be used by the district to increase the services and resources of the aforementioned groups.
CCPSA is also concerned about the district turning students over to the police department for non-criminal behavior. These matters should be handled by school administrators, and parents should be called in when their child is involved in a fight, in order to comply with PBIS and responsibly utilize the $1 million MUSD is allocating for PBIS implementation.
The CCPSA invites Desert News to interview Black students and parents in the district to get our views and perspectives on these issues.
Cal City-Parents Student Association (CCPSA) and the Dolores Huerta Foundation (DHF), along with the Central Valley Movement Building will continue to organize and push for changes in California City schools to affect changes.
Members of CPSA (supported by DHF and CVMB) will continue to attend and speak out at the district board meetings concerning the discriminatory policies and actions affecting African American students in the district. CVMB will write another blog post soon about the progress that has been made in California City, but also about what else needs to be done.
Members of CCPSA and DHF also attended the first valley convening of this year back in May in which CVMB presented information about the school-to-prison pipeline, and another presentation about knowing your legal rights regarding school discipline policies.
The Central Valley Movement Building Team is searching for an on-going Central Valley Movement Building Regional Connector to build and develop the region’s capacity that will implement our long- term movement building goals. The position is a part of 2-year contract and located in Fresno.
Before you submit your resumé, please carefully read the job description and application process. Click HERE to download the job description.
Central Valley Movement Building (CVMB) held its first Regional Partner Convening for this year to present and discuss the latest statistics about school suspension rates in the Central Valley, the school-to-prison pipeline, and the legal rights students and parents have in regard to school disciplinary policies .
The convening included parents, education activists, and students from California for Justice, Barrio Undios and Focus Forward (Fresno); Fathers and Families (Stockton), Black Parallel School Board (Sacramento); the Dolores Huerta Foundation (Kern); the California City Parallel School Advocates, and the Merced Black Parallel School Board.
This year’s convening was especially powerful in that it included parents and community organizers who are actively challenging issues of racial discrimination, unfair and costly student school suspensions of especially black and brown students, and poor academic support on the part of schools, administrators, and teachers in Central Valley schools.
CVMB Regional Coordinator, Stephanie Kamey, welcomed participants and facilitated the convening by giving a presentation about the goals of CVMB and the Five Principles Of Engagement. 11 participants signed the Principles of Engagement.
Dignity in Schools California team coordinator and research consultant, Tia Martinez, gave a powerful and alarming presentation of statistical data about the suspension and expulsion rates of students in the Central Valley.
Though Tia pointed out how suspensions have actually dropped by 46% in California (because of local activist work and restorative justice practices), the rates of suspensions and willful defiance are still worse for black and brown students in California. In fact, she pointed out several times that the Central Valley has the highest rates of in and out of school suspensions of all the regions and counties in California.
The Central Valley is driving suspensions for Black students, at 53%. Similar rates are also high for foster youth, 32.0%, and students with a disability at 20.5%, compared to 11.8% statewide. The highest suspending districts in California are in Merced county, at 25.2%, and in the Mojave school district, at 22%. Suspensions are even occurring at the elementary level. Fairfax Elementary, in Bakersfield, suspends 80.5% of its foster care students.
Suspensions Lead to Drop-Outs
The stats for school suspensions show that kids who are suspended are twice as likely to be held back in school. Tia explained that when students get behind and they stay behind. When suspended kids are not in school they are more exposed to aggressive policing in their communities, which can lead them to getting arrested and placed in jail or juvenile hall, which is difficult to get out of.
Suspended youth are twice as likely to drop of out school all together if they don’t have adequate family and school support networks. School suspensions and expulsions, along with poor academics and counseling can mean that suspended students are acceptable to arrests, being putting into the juvenile justice system, and ultimately in prison. This process is what is meant by the school-to-prison pipeline.
Know Your Rights
One of the purposes and goals of CVMB is to help parents and advocacy groups monitor and challenge what’s going on with the most racially targeted students in school districts, who are disproportionately suspended from school, and who get sucked into the school-to-prison pipeline.
CVMB invited members of Legal Services for Children and Coleman Advocates to give a presentation and training for how to advocate for youth and families, by being aware of and challenging the policies and practices that harshly punish students for breaking certain rules regardless of circumstances.
Zero Tolerance Policies in schools are used to suspend students for willful defiance or disruption, which can include chewing gum in class, wearing an unacceptable hairstyle, failing to follow directions in class, and many other minor incidents and behaviors. Research has shown that the practice of suspending students for willful defiance is often subjective and disproportionately meted out to students of color.
Many parents may not still know that by current law, students in grades K-3 cannot be suspended for willful defiance or disruption, but that law is set to sunset on July 1 of this year. Senator Nancy Skinner, D-Berkeley, has authored legislation, SB 607, that will extend the current law for grades K-5 and through 2023 for grades 6-12. When students are suspended from school, they are missing classroom participation and learning time. That’s why it’s important to support and advocate for legislation like SB 607 to protect young people, mostly students of color, from discriminatory practices that keep them from getting the education they need.
During the presentation and discussion for Know Your Rights, the question arose about who is monitoring the actions of teachers and the school climate that contribute to disciplinary problems in the classroom. Parents should have the right to know which teachers in schools are sending kids to the principal’s office the most, or whom are having difficulty developing and maintaining a positive classroom environment conducive for teaching and learning.
In nearly all cases, the focus is on what students are doing wrong, but there’s less or no monitoring of teachers who consistently have classroom management problems, who consistently give low grades, and who are not culturally aware of and sensitive to students they teach. Furthermore, too many students of color graduate from school never being taught by a teacher of color, especially an African American male or Latino teacher.
We need to monitor schools for multicultural inclusion, after-school programs, and sufficient counselor and social workers, instead adding more police on campus.
Parent and Community Activism
The purpose of the CVMB convening also enables parents and activist groups to network and exchange strategies for confronting the challenges they are facing with schools and districts in their community.
One of the big successes this year has been the founding of the California City Parallel School Advocates, and the Merced Black Parallel School Board, to organize and start making presentations and demands at their respective school board in their district. Both of these groups were inspired by the Black Parallel School Board in Sacramento, of whom CVMB coordinator Carl Pinkston is a founding member.
These groups can begin to learn about and influence the Local Control Accountability Plan (LCAP) and the Local Control Funding Formula in their districts to earmark money for smaller classroom sizes, professional teacher training, after school programs, and to achieve other goals to increase student opportunities and academic achievement.
Similarly, organizers of the Dolores Huerta Foundation gave a presentation of a survey they conducted with parents about how aware they are of Positive Behavior Intervention and Support (PBIS), as well as getting stories about what students of color are experiencing in their school.
Join the Movement
The only way we can continue to reduce school suspensions and increase academic opportunities and achievement is by getting parents, students, and even teachers involved in advocating for changes that will help keep students of color from entering the school-to-prison pipeline.