discipline policy

City preparing to expand restorative justice programs

PHOTO: Jackie Schechter

The city is poised to dramatically expand restorative justice programs aimed at improving school climate and rethinking school discipline next year.

The head of the Department of Education’s Office of Safety and Youth Development verbally committed to provide new support for restorative justice programs at a May meeting about school discipline issues, according to two attendees. Though few details of the expansion have been finalized, the agreement represents the administration’s first step toward enacting discipline policy changes that Chancellor Carmen Fariña and Mayor Bill de Blasio have both called for.

On Friday, a department spokeswoman said officials had been consulting with a number of organizations focused on school discipline, including Dignity in Schools. The New York chapter has been meeting monthly with the safety office to create a plan that would begin in January 2015, according to Elana Eisen-Markowitz, a teacher at the Urban Assembly Bronx Academy of Letters who attended the May meeting.

As opposed to punitive policies like suspension, restorative justice programs such as peer mediation and student justice panels look to change students’ behaviors. Restorative practices often end with resolutions meant to repair relationships, like writing an apology note or helping out a teacher.

Restorative justice is not about trying to replace suspensions entirely, educators stress, but instead about “creating space to support a positive school environment,” as Dignity in Schools Campaign Coordinator Shoshi Chowdhury said.

Implementing these programs school-wide requires funding and training. Dignity in School’s December 2013 proposal outlines a pilot program that would involve 10 schools, each of which would receive $175,000 annually for five years. The money would be used to hire and train restorative justice coordinators and support training for school staff members.

At the May meeting, safety office head Elayna Konstan did not agree to specific dollar amounts, but did suggest increasing the number of schools involved to 20, according to Eisen-Markowitz.

Over the past few years, the Department of Education has been building its capacity to implement restorative justice programs. The department has provided training to teachers from 55 middle and high schools through the Morningside Center for Teaching Social Responsibility, which will be training 45 more schools this July and plans to add another 45 in the fall.

At Flushing International High School, where students hail from over 40 countries, social worker Tania Romero said that restorative practices have decreased incidences of violence between students of different nationalities and allowed for deeper conversations on issues like racism.

“All schools should be entitled to this,” she said.

The details of the current plan—including how schools will be selected and the amount of funding each school will receive—have yet to be finalized. Chowdhury said her organization is hoping to hear a definite plan within the next month.

Ultimately, Dignity in Schools wants to see a restorative justice coordinator at every school in the city. “We understand that overhauling takes time,” Chowdhury said. “It’s not going to happen in a year or two years.”

The Dignity in Schools proposal describes the restorative justice coordinator as a full-time employee tasked with “the sole focus of coordinating a positive, restorative climate and approach to discipline at the school.” The coordinator would implement a mix of restorative justice programs, train school staff, involve students and parents, and collect data to determine program effectiveness.

The department would not comment directly on the restorative justice expansion or provide the number of existing programs citywide. In a statement, a department spokeswoman said that “Identifying alternatives that reduce the need for suspensions is a top priority for Chancellor Fariña.”

She said that the department has been meeting with Dignity in Schools, the NYCLU, the Osborne Association, Urban Youth Collaborative, as well as with Judith Kaye, New York state’s former chief judge who has worked extensively on restorative and juvenile justice efforts, and school principals.

De Blasio called for an expansion of the programs as public advocate, and Fariña noted her desire to expand restorative justice in a speech to 600 principals in May, saying, “Our schools are learning places, not suspension places.”

Meanwhile, the James Baldwin School in Chelsea, which runs a number of restorative justice programs, has plans to hire a restorative justice coordinator regardless of the department’s next move.

“We feel like we have the capacity [for restorative justice] among our teaching staff,” explained Principal Brady Smith. “The piece we feel like we need to enhance is that point person.”

Next week, Chalkbeat will publish in-depth looks at restorative justice programs and suspension policies in New York City. Stay in the loop by signing up for our morning newsletter.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.