Fix School Discipline Toolkit for Educators - Page 83

surveys of pupils, parents, and teachers on the sense of safety and school connectedness.” Districts doing it right are including multiple measures, like instructional days lost to suspensions, number of students suspended, and number of willful defiance suspensions. They are looking into office discipline referrals and tracking alternatives to suspension to make sure struggling students get help early and often. Others are using the California Healthy Kids and School Climate Survey to track connectedness and safety perceptions. Still others are considering recommendations from the community to stop the school-to-prison pipeline and track referrals to law enforcements and student arrest rates. Aggressive, clear and measureable goals for key subgroups that reduce out of class and out of school discipline! At a minimum, every District must include measurable goals for reducing suspension and expulsion disaggregated by subgroups and increasing “other local measures.” But the Districts who are making a real commitment are setting aggressive goals, 20-30% or more reductions per year each year, reducing involuntary transfers, supporting teachers in keeping students in class, and setting more aggressive goal where they find disproportionate discipline. Real people power, funding, and professional development and specific research-based solutions to tackle the issues identified. At a minimum, every District must include a description of the specific actions and expenditures it will take to meet the goals identified. Districts prioritizing a strong school climate as a fundamental building block of learning are investing real dollars in restorative justice, SWPBIS, and Social Emotional Learning curriculum to incorporate positive behavior in a way that students love. They are training staff on trauma and its impacts, and adding more mental health counselors to address the needs of struggling students. Where Districts are recognizing that there is significant disproportionality in discipline for students of color or other groups, they are weaving professional development on the impact of bias and racism and the importance of culturally relevant practices into training for all staff! 81