Safe Schools & Communities Resources
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Safe Schools & Communities Resources
This collection includes resources for improving school climate, health, safety, and connectedness.   Readers are encouraged to explore related links for further information.  For upcoming events and community resources specific to Santa Clara County, check out: http://bit.ly/community_connections.
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Collaborative for Academic, Social, and Emotional Learning // casel.org

Collaborative for Academic, Social, and Emotional Learning // casel.org | Safe Schools & Communities Resources | Scoop.it

"Collaborative for Academic, Social, and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. Our mission is to help make evidence-based social and emotional learning an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society."

 

http://www.casel.org

 

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Monica S Mcfeeters's curator insight, December 5, 2014 11:36 AM

These are goals parents, communities and educators at all levels should strive to acheive. 

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Inclusion and Respect: GLSEN Resources for Educators

Inclusion and Respect: GLSEN Resources for Educators | Safe Schools & Communities Resources | Scoop.it

"There is reason why so many educators turn to GLSEN for resources when they want to teach about respect. For more than 25 years, we’ve been developing user-friendly, developmentally appropriate and research-based tools for educators just like you.

 

How can I be a supportive ally to LGBT youth?

How do I discuss bullying, gender roles or family diversity with elementary students? 

How can I include positive representations of LGBT people in the curriculum? 

How do I inspire my students to be kind and speak up when they see bullying?

GLSEN has resources that address these topics and much more.Take a moment to watch the video and explore GLSEN's educator guides and lessons to support your curriculum and practices.Find a resource you like? Download and use it, then share with colleagues."  

 

 

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International Institute for Restorative Practices (IIRP) - Basic Restorative Practices Training
June 13-16, 2016 // SCCOE & IIRP

International Institute for Restorative Practices (IIRP) - Basic Restorative Practices Training	<br/>June 13-16, 2016 // SCCOE & IIRP | Safe Schools & Communities Resources | Scoop.it

To register: http://santaclara.k12oms.org/1549-113211 

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Healing Together: Community-Level Trauma. Its Causes, Consequences, and Solutions // Johns Hopkins Urban Health Institute

Click here to download pdf of document: http://urbanhealth.jhu.edu/_PDFs/SDH_2015_Brief_2.pdf

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Creatrixi54's curator insight, August 21, 2015 6:46 PM

This is how #hiphopbasededu #hiphoptherapy will pave the way for new ways to engage and heal the people. 

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A Radical Approach to Discipline That Starts With Listening to Students

A Radical Approach to Discipline That Starts With Listening to Students | Safe Schools & Communities Resources | Scoop.it

BY Meredith Kolodner, Hechinger Report
"NEW HAVEN, Conn. — Having racked up multiple up absences and missed assignments, a high school sophomore showed up in his English class last year, hopeful for another chance. “Where have you been?” his teacher asked. “You can’t pass this class if you don’t show up.” Without warning, the young man exploded.

 

“Shut the f— up,” the 16-year-old shouted. “You think you’re better than me? Who the f— do you think you are?” He stormed out of the room.

As the screaming and the swearing escalated in the hall, the Metropolitan Business Academy principal, Judith Puglisi, was called. She approached the student. “What do you need?” she asked in an almost-whisper. He kept yelling and pacing, and Puglisi walked with him, she recalled.

After she quietly repeated her question close to a dozen times, he turned to her and said, “I need to come to your office.” There, Puglisi and the assistant principal listened to him shout until he began to cry, telling them that his stepfather had beaten him since he was 7. “I am sick of people calling me a loser,” he said.


The student was not suspended, which would be normal protocol at some schools for cursing at a teacher. Instead, he saw a drama therapist trained in trauma at Metropolitan the next day. The day after that, he met with the teacher, apologized and said he knew he had overreacted. He returned to the class immediately after that meeting.

 

“If you run a school that’s based on punishment and compliance, eventually you’re going to push kids out.” — Judith Puglisi, principal of Metropolitan Business Academy


“Some would say that punishment will extinguish bad behavior, but I would say the opposite,” said Puglisi, who recounted the incident under the condition that the student’s name be withheld for his protection.

 

Metropolitan is among a small but growing number of schools nationally that are turning the traditional approach to discipline on its head. Instead of trying to get students to leave their personal troubles at the door, these schools help kids cope with what often is a history of trauma. The idea is to catch problems before they become disciplinary issues resulting in suspensions or expulsions.


Metropolitan and a dozen other schools in Connecticut work with Animated Learning by Integrating and Validating Experience (ALIVE), a trauma response program that provides drama therapists to work with teachers to identify trauma, prevent problems from escalating and respond effectively when students do act out. The therapists — who hold master’s degrees with training in psychology and theater — offer one-on-one therapy and use drama and role playing in a mandatory class for freshmen."...

 

For full post, click on title above or here: http://www.pbs.org/newshour/updates/zero-tolerance-fails-schools-teaching-students-cope-trauma/

 

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Brief Intervention To Encourage Empathic Discipline Cuts Suspension Rates in Half Among Adolescents // Okonofua, Paunesku & Walton, 2016 // Proceedings of the National Academy of Sciences

Brief Intervention To Encourage Empathic Discipline Cuts Suspension Rates in Half Among Adolescents // Okonofua, Paunesku & Walton, 2016 // Proceedings of the National Academy of Sciences | Safe Schools & Communities Resources | Scoop.it

Significance

There is increasing concern about rising discipline citations in K–12 schooling and a lack of means to reduce them. Predominant theories characterize this problem as the result of punitive discipline policies (e.g., zero-tolerance policies), teachers’ lack of interpersonal skills, or students’ lack of self-control or social–emotional skills. By contrast, the present research examined teachers’ mindsets about discipline. A brief intervention aimed at encouraging an empathic mindset about discipline halved student suspension rates over an academic year. This intervention, an online exercise, can be delivered at near-zero marginal cost to large samples of teachers and students. These findings could mark a paradigm shift in society’s understanding of the origins of and remedies for discipline problems.

 

Abstract

Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students’ (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (teachers = 31; students = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions and, moreover, can be changed through scalable intervention."...

 

For full study, please see following link: http://www.pnas.org/content/113/19/5221 

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Restorative Justice Presentation for Juvenile Justice Prevention & Programs Workgroup // Arash Daneshzadeh

https://www.youtube.com/watch?v=eeOICjpv788&feature=youtu.be 

[Presented at the Santa Clara County Juvenile Justice Prevention and Programs Workgroup, December 11th, 2015 meeting.]  


"A synopsis of various incarnations of Restorative Justice in the Bay Area (SF/Oakland), citing ethnographic and mixed method studies along with theoretical frameworks."


For additional files related to the presentation, please seehttp://bit.ly/Dec11_2015

 


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Resources/Research for Strengthening Relationships and School Climate // Town Hall Meeting Presentation Slides

Resources/Research for Strengthening Relationships and School Climate // Town Hall Meeting Presentation Slides | Safe Schools & Communities Resources | Scoop.it

This presentation was created for a Town Hall Meeting at Oak Grove High School (March 26th, 2015).

 

Slides and links are available at: https://www.haikudeck.com/bullying-prevention-education-presentation-QQUoZhcTCf#slide0 

 

 

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Helping Students Who Have Experienced Trauma // Edutopia

Helping Students Who Have Experienced Trauma // Edutopia | Safe Schools & Communities Resources | Scoop.it

"When educators talk about "the whole child," we recognize our students as humans with complex lives that include interests, joys, passions, experiences, fears, needs, and hopes. Sometimes their lives may also include traumatic experiences, either in their past or ongoing even as we interact with them day to day.


As a teacher, you have a few ways of finding out that a student has experienced trauma. Some IEPs will incorporate this information. Sometimes a counselor or social worker may fill you in, or a parent or family member. The trauma may be a known part of your community's fabric -- for example, a natural disaster that destroyed a student's home, or a war in the country where your student used to live.


A student may also personally disclose that he or she experienced current or past trauma. For more on responding in the moment, see this guideline from the Australian Institute of Family Studies (PDF), which is specific to abuse but applicable to many types of trauma that a student may disclose. Be sure that you know your state's mandated reporting laws and follow through on any in-school systems that may be in place.

After receiving this information -- in whichever way it comes to you -- now what?

Here are some considerations and steps when integrating it into your practice in a way that best supports your student.

1. Absorb the information.

Take the time you need to process your own response to learning about the trauma, in a place that is safe for you. We all respond in different ways to hearing about our students' experiences with trauma. My own reaction to information about my students' lives has covered a spectrum from sadness to anger, heartbreak to disbelief, and sometimes the information impacts me in ways I didn't anticipate. In order to best serve my students, I need to adequately process these emotions until I am grounded enough to be supportive to others. Whether it's private journaling, talking to a trusted friend or colleague, or accessing your own therapist or counselor, start by working through your emotions, whatever they may be.

2. Recognize emotional truth.

Remember that the factual truth is unimportant compared to the student's emotional truth. As a teacher, your role is not to investigate the details of a student's trauma, or even know all or any of them. Your role is not to challenge the student's or family's description of what happened or ask whether it really occurred. Humans respond in a huge variety of ways to stressors, and so your time is better spent understanding how your studentemotionally responds to the traumatic experience, and how that emotional response may impact the student in your school setting.

3. Be clear about your role.

A true community of support for a student requires a few different roles, depending on the situation: teachers, social workers, mental health professionals, and care providers/family, to name a few. Don't try to take on every role on that list -- it's not healthy for you or for the student! If you're not sure who else is involved in a student's constellation of care, make it your first priority to find out, and if you have the permission of the student and family, communicate with those people.

 

4. Seek to better understand "problem behaviors."

Once you develop an understanding of how the student is impacted by trauma, use this context to reframe what might be thought of as "problem behaviors." Example: Instead of seeing a student's rude outburst as a sign of willful disrespect, I might instead understand it as a marker of a missing emotional self-regulation skill. A student who can't sit still and paces around the classroom? With an understanding of trauma impacts, I might now recognize how that student has a heightened sense of vigilance around safety in her environment. Once I reframe these behaviors for myself, I can now respond to the core issue rather than the behavior itself.

 

5. Coordinate with others.

Students can develop a sense of safety when multiple adults in their lives respond in consistent ways. Using common language, offering the same set of strategies, or using similar cues can help a student internalize positive ways of addressing challenges. Even without coordinating specific strategies, a common mindset toward the child goes a long way -- see Unconditional Positive Regard or Kids Do Well If They Can as examples.

6. Learn from the experts.

While every student responds differently to trauma, there are tons of resources out there for better understanding impacts of trauma, ways to be supportive in and out of the classroom, and how to build positive social and emotional skills. One of the best experts, though? The student! Ask your student what he needs to feel supported, what strategies work or don't work when he's having a hard time, and how you can help him be successful in your class. Some students might surprise you with their insight, and some might never have been asked and will benefit from the opportunity to develop their answers.

7. Continue checking in with yourself.


Being in a supportive role to someone who is managing the impacts of trauma can be challenging, and may result in vicarious trauma or compassion fatigue. Check out NCTSN's Self Care for Educators resource(PDF) for more information and tips on these challenges. But the bottom line is taking care of yourself and getting your own support so that you may support others.

 

Our students benefit when we thoughtfully align our strategies and supports with our best understanding. Though it is difficult to find out that our students may be in pain, this knowledge is also the first step in helping them move forward.

http://www.edutopia.org/blog/helping-students-who-experienced-trauma-alex-shevrin 

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Why Are So Many Preschoolers Getting Suspended? // The Atlantic

Why Are So Many Preschoolers Getting Suspended? // The Atlantic | Safe Schools & Communities Resources | Scoop.it

By Melinda Anderson


"Tunette Powell travels across the country counseling families and mentoring youth. An award-winning motivational speaker and author, her professional work in the education field ranges from training nonprofit leaders to consulting for colleges and universities. But none of Powell’s career-related skills could prepare her for the frustration and helplessness of seeing her two sons suspended from preschool, which she pegged to overly harsh and racially biased discipline. In a July 2014 Washington Post opinion piece that gained national attention, Powell relates how her boys—ages 3 and 4—were suspended from their Omaha preschool program eight times total in one year. Once published, the essay resonated with readers nationwide. “So many parents reached out [to me] … a lot of black mothers” who shared her experience with excessive suspensions, said Powell. “We live in a time when we just say, ‘Suspend them, get rid of them.’”


A glance at news headlines confirms that Powell and her sons are not an anomaly. From a 3-year-old suspended for too many toileting mishaps to a 4-year-old booted out of school for kicking off his shoes and crying, toddlers are racking up punishments that leave many parents and child experts bewildered. Overall the rise in school suspensions and disproportionate impact on youth of color has triggered a flurry of interest from activists and high-ranking government officials, and for good reason: A February 2015 report from UCLA's Civil Rights Project examined out-of-school suspension data for every school district in the country and found that nearly 3.5 million children—about six out of every 100 public school students—were suspended at least once during the 2011-12 school year, with close to half of those (1.55 million) suspended multiple times.


But for some more astounding than these discipline statistics were the thousands of the nation’s youngest learners—nearly 8,000 preschoolers—suspended from school in the same year, often for relatively minor disruptions and misbehaviors. For researchers and educators immersed in this work, why preschoolers are put out of school and the entrenched racial disparity seems most closely tied to reasons such as teacher bias and children living in poverty whose hitting, biting, and pinching is frequently labeled misconduct rather than developmental delays."...


For full post, click on title above or here: 

http://www.theatlantic.com/education/archive/2015/12/why-are-so-many-preschoolers-getting-suspended/418932/ 




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"The Opposite of Addiction is Not Sobriety, The Opposite of Addiction is Connection" (Johann Hari) // By Amber Ferguson

"The Opposite of Addiction is Not Sobriety, The Opposite of Addiction is Connection" (Johann Hari) // By Amber Ferguson | Safe Schools & Communities Resources | Scoop.it

By Amber Ferguson
"The opposite of drug addiction is not sobriety, it’s connection, according to best-selling author Johann Hari.
 

The animated video above, adapted from Hari's Chasing The Scream: The First and Last Days of the War on Drugs, claims that the drug war has failed because it has focused on eliminating drugs and punishing users -- two tools that have proven woefully ineffective at stemming either supply or demand. Instead, Hari says, we can address the desire for drugs by understanding that our surroundings play a huge part in driving us to abuse mind-altering substances.
 

According to psychologist Bruce Alexander, changing a person's environment and social setting can dramatically affect his or her chance of addiction. In the late 1970s, he developed the “Rat Park” experiment, which debunked previous beliefs that certain drugs will make any user addicted. While previous experiments had shown rats that were given a choice between regular water and water laced with heroin would choose the latter -- and keep going back until they died -- Alexander's experiment showed that wasn't always the case.

Rats in Alexander's experiment were given food, play equipment, other rats to interact with and both regular and drug-laced water. The rats lived without becoming addicted to the drugs, and none of them overdosed.
 

Hari argues that these findings can be extended to humans. The best way to address addiction, he says, is not with jail time or isolating addicted people from others in society. Instead, we should give them support, a healthy environment to thrive in and activities that involve substantial social interaction -- all of which will help them on the road to recovery and eliminate the desire to return to dangerous drug use.


The U.S. Department of Health & Human Services reports that 44 people in the United States die from prescription opioid overdose each day. The number of heroin-related fatalities increased by 39 percent between 2012 and 2013, when 8,260 people died of an overdose."...


For full post and to view related video, click on title above or here: 

http://www.huffingtonpost.com/entry/cure-to-drug-addiction-video_56377561e4b0c66bae5cf58f 


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Bring Change 2 Mind // http://bringchange2mind.org // #MindOurFuture

Bring Change 2 Mind // http://bringchange2mind.org // #MindOurFuture | Safe Schools & Communities Resources | Scoop.it

We're a non-profit organization working to end the stigma and discrimination surrounding mental illness. Start the conversation. End the stigma. Visit our website to learn more.

 

http://bringchange2mind.org/ 

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Digital Citizenship Summit #digcitsummit

Digital Citizenship Summit #digcitsummit | Safe Schools & Communities Resources | Scoop.it

"On Friday, October 28, 2016, Twitter will host the Digital Citizenship Summit launch event for U.S. Media Literacy Week at their San Francisco headquarters.  The Digital Citizenship Summit, a major gathering of organizations, industry, parenting experts, students, and more, will bring together new, well-known, and unexpected voices from a wide variety of backgrounds for a fast-paced and energetic mix of presentations, panels, videos, and awards. The day will be live-streamed to a large global audience, and seeks to broaden the appeal and accessibility to digital citizenship and media literacy. "Digital Citizenship" has been defined as "the norms of appropriate, responsible behavior with regard to technology use." [Dr. Mike Ribble, author of Digital Citizenship in Schools.]

 

The Digital Citizenship Summit will serve as the kick-off event for Media Literacy Week (October 31-November 4) led by the National Association for Media Literacy. Media literacy “is the ability to access, analyze, evaluate, communicate and create using all forms of media [NAMLE],” and an area of heightened relevance so close to the presidential election. “We are thrilled to be partnering with the Digital Citizenship Summit and Twitter on this event,” says Michelle Ciulla Lipkin, Executive Director of NAMLE. “We are excited about bringing thought leaders in digital citizenship and media literacy together. There is so much to be done to ensure a media literate world and exploring digital citizenship is a great way to get the conversation going.”

 

“Society has adopted new social media platforms and technologies before we have collectively had the chance to determine what constitutes safe, savvy, and ethical behavior,” says Digital Citizenship Summit co-founder David Ryan Polgar. “There are multiple stakeholders who desire an active role in the process, including students, educators, parents, administrators, media specialists, and organizational leaders. All of these groups have crucial insight, and the Digital Citizenship Summit was setup to bring these voices together to solve current issues regarding social media and tech use.” The issues, according to Polgar, are endless. “Some major areas of concern include how smartphones should or shouldn’t be used in the classroom, finding ways to improve civility online, adjusting to an Internet that never forgets our posts, and being able to determine the veracity of what we read online.”

 

By bringing together a broad range of experts, organizations, and interested parties, the Digital Citizenship Summit on October 28th will take a multi-stakeholder participatory approach to solving some of the vexing issues regarding social media and tech use. Partnering organizations include the National Association for Media Literacy Education (NAMLE), Common Sense Media, Family Online Safety Institute (FOSI), #iCANHELP, ConnectSafely, iKeepSafe, and Trend Micro’s Internet Safety for Kids & Families.

 

“We are thrilled to have the involvement of so many prominent organizations,” says co-founder Dr. Marialice B.F.X. Curran. “By collaborating on this event we can expose a wide audience with some incredible resources that can be used at home or in the classroom.” “At the same time,” chimes in her co-founder David Ryan Polgar, “the open and collaborative nature will bring forward new voices that can influence this important conversation around social media and tech use.”

 

“We want people impacted by tech and social media to feel empowered,” Curran continues. “Instead of being reactive, we want people to be active participants in the digital future. We want people to be the digital change.”...

 

More information can be found at http://DigcitSummit.com 

 

 

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High School Students Need 'Webs' of Supportive Adults, Study Says // High School & Beyond // Education Week

High School Students Need 'Webs' of Supportive Adults, Study Says // High School & Beyond // Education Week | Safe Schools & Communities Resources | Scoop.it

"We've long known that adolescents need supportive relationships to help them stay in school through tough times. A new study, published Wednesday, argues that having an "anchor" and a "web" of support—rather than one person to act as a "hero"—can boost adolescents' chances of staying in school.
 

Like other researchers who have probed the dynamics that prompt students to leave school, America's Promise Alliance has consistently seen that the presence of caring adults is pivotal. Following up its 2014 report, "Don't Call Them Dropouts," the organization decided to focus on finding out more about what students need from those relationships. The result is "Don't Quit on Me," released today.

 

The bottom line? Relationships matter. But the type, source, and intensity matter, too, if they're going to serve as effective buffers against leaving school.
 

"They told us they need respect, not judgment. They need resources—bus passes, a ride to school, a meal, a job, a chance. They need people to show care through actions, not advice. They need an anchor, not a hero. And they need a web of support, a healthy, supportive community of their own," America's Promise Alliance President and CEO John Gomperts writes in the introduction to the report."....
 

For full post, click on title above or here: http://blogs.edweek.org/edweek/high_school_and_beyond/2015/09/high_school_students_need_webs_of_supportive_adults.html 

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Charter Schools, Civil Rights, and School Discipline: A Comprehensive Review // Civil Rights Project at UCLA

Charter Schools, Civil Rights, and School Discipline: A Comprehensive Review // Civil Rights Project at UCLA | Safe Schools & Communities Resources | Scoop.it
Authors: Daniel J. Losen, Michael A. Keith II, Cheri L. Hodson, Tia E. Martinez
Date Published: March 15, 2016


This report, along with the companion spreadsheet, provides the first comprehensive description ever compiled of charter school discipline. In 2011-12, every one of the nation’s 95,000 public schools was required to report its school discipline data, including charter schools. This analysis, which includes more than 5,250 charter schools, focuses on out-of-school suspension rates at the elementary and secondary levels. The report describes the extent to which suspensions meted out by charter schools for each major racial group and for students with disabilities are excessive or disparate.

 

PLEASE NOTE THIS UPDATE:  In Table 1 of our report, the list of highest suspending charter schools should reflect the fact that Northstar High School no longer exists and Dallas Can Academy is best considered an alternative school. Therefore, two charters should be added to highest suspending in nation for Latinos: Lake Wales in FL 45.3% and Roxbury Prep in MA, 44.7% 

Executive Summary

In 2011-12, every one of the nation’s 95,000 schools was required to report its school discipline data, including charter schools. This report, along with the companion spreadsheet, provides the first comprehensive description of the use of suspensions by charter schools. This report, which covers more than 5,250 charter schools, focuses on out-of-school suspension rates at the elementary and secondary levels. It specifically examines the extent to which charter schools suspend children of color and children with disabilities at excessive and disparate rates.

The report lists the highest-suspending charters in the nation for several racial/ethnic groups, and also describes the discipline gaps by race/ethnicity and by disability status. Here are some examples:

  • In the 2011-12 school year, 374 charter schools suspended 25% of their enrolled student body at least once.
  • Nearly half of all Black secondary charter school students attended one of the 270 charter schools that was hyper-segregated (80% Black) and where the aggregate Black suspension rate was 25%.
  • More than 500 charter schools suspended Black charter students at a rate that was at least 10 percentage points higher than the rate for White charter students.
  • Even more disconcerting is that 1,093 charter schools suspended students with disabilities at a rate that was 10 or more percentage points higher than for students without disabilities.
  • Perhaps the most alarming finding is that 235 charter schools suspended more than 50% of their enrolled students with disabilities."...

 

http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/charter-schools-civil-rights-and-school-discipline-a-comprehensive-review 


Executive Summary
Companion Spreadsheet: School Discipline Data

Full Report: Charter Schools, Civil Rights, and School Discipline: A Comprehensive Review

 

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Disciplinary Data Use and Research: Lessons from Syracuse [Webinar] Tuesday June 14th, 10am-11:30am PST // Urban School Improvement Alliance

Disciplinary Data Use and Research: Lessons from Syracuse [Webinar] Tuesday June 14th, 10am-11:30am PST // Urban School Improvement Alliance | Safe Schools & Communities Resources | Scoop.it

Tuesday, June 14, 2016
1:00 p.m. – 2:30 p.m., ET

 

"Join the Urban School Improvement Alliance in the national and regional conversation on using data to inform school improvement, with a special focus on disciplinary data and Syracuse City Schools. Dan Losen, Director of the Civil Rights Project at UCLA, will present research on school discipline policies, ways that schools are currently collecting and analyzing disciplinary data, and the challenges and opportunities for districts in setting and practicing fair discipline policies. Participants will also learn in detail about how Syracuse rewrote its code of conduct using data and research, which is documented in a REL Northeast & Islands case study published in late 2015.

 

Who Should Attend?
District leaders and school-based practitioners, education researchers and technical assistance providers, state-level policymakers, and alliance members.

http://www.relnei.org/events/disciplinary-data-use-research-syracuse.html 

 

Featured Presenter

  • Daniel Losen, JD, MEd, Director, Center for Civil Rights Remedies, University of California, Los Angeles

Discussants

  • Andrew Seager, USIA Founding Facilitator, REL Northeast & Islands
  • Lu Han, Data Analyst, Syracuse City, N.Y., School District

Moderators

 

 

For more information and to register: 
http://www.relnei.org/events/disciplinary-data-use-research-syracuse.html 

 

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This Is My Place: Middle Schoolers on Social and Emotional Learning // What Kids Can Do WKCD

What most helps young people thrive in a challenging academic environment? Answers from students bear out what research has found: social and emotional factors constitute a crucial underpinning for learning.
 

In recent WKCD interviews at School of the Future in New York City, middle schoolers gave their own examples of how everyday interactions between students, peers, and adults affected how they learned in the classroom.

Their descriptions reflected some key unspoken questions that adolescents bring with them into a school environment:

  • Will I able to do the work here? Will I be smart enough?
  • Will I be safe here? Will I be teased or made to feel bad somehow?
  • Will I get to help decide what happens to me here?

 

NOTE: For years WKCD has gathered, most of all, the voices and vision of high-school-age youth—although we did publish the popular Fires in the Middle School Bathroom: Advice for Teachers from Middle Schoolerby Kathleen Cushman and Laura Rogers (The New Press, 2008). In the months ahead, we aim to include more voices and perspectives from the middle grades.


For main page, please click on title above or here: http://www.whatkidscando.org/featurestories/2012/12_this_is_my_place/ 

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Test, Punish, and Push Out: How "Zero-Tolerance" and High-Stakes Testing Funnel Youth Into the School To Prison Pipeline

To download report: http://b.3cdn.net/advancement/50071a439cfacbbc8e_suxm6caqe.pdf

 

For additional updates on high-stakes testing, see: http://bit.ly/testing_testing 


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WeAreTeachers: 10 Things About Childhood Trauma Every Teacher Needs to Know

WeAreTeachers: 10 Things About Childhood Trauma Every Teacher Needs to Know | Safe Schools & Communities Resources | Scoop.it

"This is the first blog in the Childhood Trauma Blog Series, sponsored by Starr TLC.

With grief, sadness is obvious. With trauma, the symptoms can go largely unrecognized because it shows up looking like other problems: frustration, acting out, difficulty concentrating, following directions or working in a group. Often students are misdiagnosed with anxiety, behavior disorders or attention disorders, rather than understanding the trauma that’s driving those symptoms and reactions.

 

For children who have experienced trauma, learning can be a big struggle. But once trauma is identified as the root of the behavior, we can adapt our approach to help kids cope when they’re at school. Detroit-based clinical director of the National Institute for Trauma and Loss in Children, a program of the Starr Global Learning Network, Caelan Kuban Soma offers these tips for understanding kids who have been through trauma, plus strategies for helping them.

 

1. Kids who have experienced trauma aren’t trying to push your buttons.
If a child is having trouble with transitions or turning in a folder at the beginning of the day, remember that children may be distracted because of a situation at home that is causing them to worry. Instead of reprimanding children for being late or forgetting homework, be affirming and accommodating by establishing a visual cue or verbal reminder to help that child. “Switch your mind-set and remember the kid who has experienced trauma is not trying to push your buttons,” says Soma.


2. Kids who have been through trauma worry about what’s going to happen next.
A daily routine in the classroom can be calming, so try to provide structure and predictability whenever possible. Since words may not sink in for children who go through trauma, they need other sensory cues, says Soma. Besides explaining how the day will unfold, have signs or a storyboard that shows which activity—math, reading, lunch, recess, etc.—the class will do when.

 

3. Even if the situation doesn’t seem that bad to you, it’s how the child feels that matters.
Try not to judge the trauma. As caring teachers, we may unintentionally project that a situation isn’t really that bad, but how the child feels about the stress is what matters most. “We have to remember it’s the perception of the child … the situation is something they have no control over, feeling that their life or safety is at risk,” says Soma. It may not even be just one event, but the culmination of chronic stress—for example, a child who lives in poverty may worry about the family being able to pay rent on time, keep their jobs or have enough food. Those ongoing stressors can cause trauma. “Anything that keeps our nervous system activated for longer than four to six weeks is defined as post-traumatic stress,” says Soma.

 

4. Trauma isn’t always associated with violence.
Trauma is often associated with violence, but kids also can suffer trauma from a variety of situations—like divorce, a move, or being overscheduled or bullied. “All kids, especially in this day and age, experience extreme stress from time to time,” says Soma. “It is more common than we think.”


5. You don’t need to know exactly what caused the trauma to be able to help.
Instead of focusing on the specifics of a traumatic situation, concentrate on the support you can give children who are suffering. “Stick with what you are seeing now—the hurt, the anger, the worry,” Soma says, rather than getting every detail of the child’s story. Privacy is a big issue in working with students suffering from trauma, and schools often have a confidentiality protocol that teachers follow. You don’t have to dig deep into the trauma to be able to effectively respond with empathy and flexibility.

 

6. Kids who experience trauma need to feel they’re good at something and can influence the world.
Find opportunities that allow kids to set and achieve goals, and they’ll feel a sense of mastery and control, suggests Soma. Assign them jobs in the classroom that they can do well or let them be a peer helper to someone else. “It is very empowering,” says Soma. “Set them up to succeed and keep that bar in the zone where you know they are able to accomplish it and move forward.” Rather than saying a student is good at math, find experiences to let him or her feel it. Because trauma is such a sensory experience, kids need more than encouragement—they need to feel their worth through concrete tasks.

 

7. There’s a direct connection between stress and learning.
When kids are stressed, it’s tough for them to learn. Create a safe, accepting environment in your classroom by letting children know you understand their situation and support them. “Kids who have experienced trauma have difficulty learning unless they feel safe and supported,” says Soma. “The more the teacher can do to make the child less anxious and have the child focus on the task at hand, the better the performance you are going to see out of that child. There is a direct connection between lowering stress and academic outcomes.”


8. Self-regulation can be a major challenge for students suffering from trauma.
Some kids with trauma are growing up with emotionally unavailable parents and haven’t learned to self-soothe, so they may develop distracting behaviors and have trouble staying focused for long periods. To help them cope, schedule regular brain breaks. Tell the class at the beginning of the day when there will be breaks—for free time, to play a game or to stretch. “If you build it in before the behavior gets out of whack, you set the child up for success,” says Soma. A child may be able to make it through a 20-minute block of work if it’s understood there will be a break to recharge before the next task.

9. It’s OK to ask kids point-blank what you can do to help them make it through the day.
For all students with trauma, you can ask them directly what you can do to help. They may ask to listen to music with headphones or put their head on their desk for a few minutes. Soma says, “We have to step back and ask them, ‘How can I help? Is there something I can do to make you feel even a little bit better?’”

 

10. You can support kids with trauma even when they’re outside your classroom.
Loop in the larger school. Share trauma-informed strategies with all staff, from bus drivers to parent volunteers to crossing guards. Remind everyone: “The child is not his or her behavior,” says Soma. “Typically there is something underneath that driving that to happen, so be sensitive. Ask yourself, ‘I wonder what’s going on with that kid?’ rather than saying, ‘What’s wrong with the kid?’ That’s a huge shift in the way we view kids.”...

 

http://www.weareteachers.com/blogs/post/2016/02/24/10-things-about-childhood-trauma-every-teacher-needs-to-know# 

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Department of Education Releases Resources on Improving School Climate // U.S. Department of Education

Department of Education Releases Resources on Improving School Climate // U.S. Department of Education | Safe Schools & Communities Resources | Scoop.it

"The U.S. Department of Education today released new school climate surveys and a quick guide on making school climate improvements to help foster and sustain safe and supportive environments that are conducive to learning for all students.

The ED School Climate Surveys (surveys) and the Quick Guide on Making School Climate Improvements will enable states, local school districts, and individual schools to collect and act on reliable, nationally-validated school climate data in real-time. These new free and adaptable resources will enable educators, administrators, and school system leaders to understand and create environments where every child can be successful.

“All students deserve schools that work to ensure safe and supportive school climates in which they can reach their full potential,” said James Cole Jr., General Counsel, Delegated the Duties of Deputy Secretary of Education. “These new surveys and quick guide will support any school that seeks to make significant improvements in all students’ safety and sense of respect and connectedness at school. We owe it to our children to ensure that school is not only safe and engaging, but that we are also working to continuously improve school climate by using resources like these.”

Research shows that students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. Positive school climates foster trust, respect, communication and cooperation among students, school staff, parents and the community at-large. By improving school climate, schools lay the foundation for improving daily school attendance and high achievement by all students.

These new resources build on two Administration initiatives: President Obama’s Now is the Time Plan, and his My Brother’s Keeper Taskforce, which recommended that the Department work on the issue of school climates. As part of Now is the Time, the Department announced efforts to place a high priority on helping schools create safer and more nurturing school climates. One result was that the Department funded its National Center for Education Statistics to develop the surveys to create a school climate measurement platform in coordination with the Office of Safe and Healthy Students.

The new school climate surveys, which are on a web-based platform, are designed for middle and high school students, instructional staff, non-instructional staff, and parents and guardians. Moreover, the platform can process real-time data and provide user-friendly reports. Education agencies and schools administering the survey can store school climate survey data on their state, local, or school-based data systems. The federal government is planning to conduct a sample-based study using the surveys for benchmarking but willnot collect or store data generated by the schools using the surveys for any other purposes.

In addition to the Quick Guide, a series of tools will be released later this spring and summer as part of the School Climate Improvement Resource Package, a web-based suite of action-oriented, research and evidence-based resources to help create and support positive school climates."

 

http://www.ed.gov/news/press-releases/department-education-releases-resources-improving-school-climate 

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Mapping the School to Prison Pipeline

"Tia Martinez, Forward Change Consulting, and Sarah Omojola, Public Counsel and FixSchoolDiscipline.org, present "Mapping the School-to-Prison Pipeline." This webinar will answer your questions about how out-of-school punishments can result in involvement with the criminal justice system, have health implications, and contribute to intergenerational poverty. This webinar uses data to provide a unique and detailed picture of how students and communities, especially those of color, are affected by punitive education policies."

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Accountability Pressure and Non-Achievement Student Behaviors // Center for Analysis of Longitudinal Data in Educational Research (CALDER)

Accountability Pressure and Non-Achievement Student Behaviors // Center for Analysis of Longitudinal Data in Educational Research (CALDER) | Safe Schools & Communities Resources | Scoop.it

Authors: John B. Holbein and Helen Ladd

"In this paper we examine how failing to make adequate yearly progress under No Child Left Behind (NCLB), and the accountability pressure that ensues, affects various non-achievement student behaviors. Using administrative data from North Carolina and leveraging a discontinuity in the determination of school failure, we examine the causal impact of accountability pressure both on student behaviors that are incentivized by NCLB and on those that are not. We find evidence that, as NCLB intends, pressure encourages students to show up at school and to do so on time.


Accountability pressure also has the unintended effect, however, of increasing the number of student misbehaviors such as suspensions, fights, and offenses reportable to law enforcement. Further, this negative response is most pronounced among minorities and low performing students, who are the most likely to be left behind."...

 

For full post, click on title above. 

 


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(T2) Trauma Transformed: Connecting Communities with Compassionate Systems

(T2) Trauma Transformed: Connecting Communities with Compassionate Systems | Safe Schools & Communities Resources | Scoop.it

"Who We Are

Trauma Transformed is the only regional center and clearinghouse in the Bay Area that promotes a trauma-informed system by providing trainings and policy guidance to systems of care professionals and organizations. A trauma-informed system is one that builds awareness and knowledge of trauma to shape policies and practices aimed at reducing the re-traumatization of youth and families and the professionals who serve them.
 

History

Acknowledging that trauma is pervasive in our communities and those of our children, youth and families most impacted by our public systems of care, seven Bay Area counties came together in 2014 to address a national public health crisis through a regional effort. The seven counties: Alameda, Contra Costa, Marin, San Francisco, San Mateo, Santa Clara and Santa Cruz, envisioned breaking down silos and coordinating and communicating more effectively across sectors and county lines through a Bay Area Trauma Informed Systems of Care Initiative (BATISC).
 

The initiative was focused on centralizing and building a regional trauma-informed Bay Area system of care and improving the ways we understand, respond to, and heal trauma. The response to the initiative resulted in awarding East Bay Agency for Children the task of supporting the partnership of counties and communities in July 2015. This collaboration of partner agencies: Youth in Mind, Center for Youth Wellness, UCSF Benioff Children’s Hospital Oakland, and East Bay Agency for Children along with and the seven counties resulted in the creation of Trauma Transformed (T2), a Bay Area Regional Trauma Center."...


For main page, please visit: 

http://www.t2bayarea.org/ 

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U.S. Departments of Education and Justice Release Joint Guidance to Help Schools Ensure the Civil Rights of Transgender Students // USDOE

U.S. Departments of Education and Justice Release Joint Guidance to Help Schools Ensure the Civil Rights of Transgender Students // USDOE | Safe Schools & Communities Resources | Scoop.it

http://www.ed.gov/news/press-releases/us-departments-education-and-justice-release-joint-guidance-help-schools-ensure-civil-rights-transgender-students 

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Chicago Passages Version Mapping the School to Prison Pipeline // Tia Martinez, Forward Change 

http://forwardchangeconsulting.com/ 

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Resources to Fight Bullying and Harassment at School // Edutopia

Resources to Fight Bullying and Harassment at School // Edutopia | Safe Schools & Communities Resources | Scoop.it
"Discover websites, organizations, articles, planning guides, lesson plans, and other resources dedicated to preventing bullying and harassment.

Resources by Topic:
 

Each October, individuals and organizations nationwide work together to raise awareness of bullying during National Bullying Prevention Month, an initiative of the PACER Center. Whether you are an educator, education leader, parent, or other community member, you can take action to prevent bullying and harassment by fostering a culture of caring and respect in your school, home, and community. Use the resources below to support your efforts. In addition, consider participating in Edutopia's community to share your own insights and resources about bullying prevention.


Resources for Educators:
Take a look at the infographic "Bullying: What You Need to Know," courtesy of StopBullying.gov, a U.S. government website, for information about some of the statistics behind bullying and impacts on children. As this video about a study from the National Institute of Mental Health (NIMH)demonstrates, the effects of bullying are serious and linger well into adulthood."....

For full post, click on title above or here: 
http://www.edutopia.org/article/bullying-prevention-resources 
 

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