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working to dismantle the SToPP is  imperative for the health and wellbeing of families and communities

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So many very unique perspectives on the pipeline itself and the need to dismantle it.

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So many very unique perspectives on the pipeline itself and the need to dismantle it.

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centering students, families, and communities is critical.

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the power of collaboration and unified action between many passionate individuals/groups

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I appreciate Dr. B's insights that "there is no pipeline, schools are prisons."

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So many people have unique experiences that allow them to closely connect to the school to prison pipeline and want to advocate for it, which shows that there are layers to it.

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Inspiring introduction to youth researchers!

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Inspiring introduction to youth researchers!

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Men need a space to be seen and heard.. A space for healing and recovery  

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Men need a space to be seen and heard.. A space for healing and recovery  

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Breakout #3 Felt that DSTOPP is important because of the overall impact to all aspects of society.

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Breakout #3 Felt that DSTOPP is important because of the overall impact to all aspects of society.

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The PLUG - Communication Media Arts High School + Eastern Michigan University

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The PLUG - Communication Media Arts High School + Eastern Michigan University

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Cave of Adullam at The Yunion+ Wayne State University School of Social Work

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Cave of Adullam at The Yunion+ Wayne State University School of Social Work

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Important to build trust and relationship with the community partner in order to offer the evaluation

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In Search of Freedom - UPrep Schools + Wayne State University School of Education

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In Search of Freedom - UPrep Schools + Wayne State University School of Education

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Combatting the School to Prison Pipeline with Restorative Practices: Harper Woods Middle School + Michigan State University School of Social Work

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Combatting the School to Prison Pipeline with Restorative Practices: Harper Woods Middle School + Michigan State University School of Social Work

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I admire the courage and resistance of this group. 

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I admire the courage and resistance of this group. 

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"Oppressive resistance to liberatory resistance"- Dr. Wilson

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“We’ve all had our moments at the CAVE and stuff when we all felt down but [the teachers] both always helped us get back up and keep going.”- CATTA Participant 

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“We’ve all had our moments at the CAVE and stuff when we all felt down but [the teachers] both always helped us get back up and keep going.”- CATTA Participant 

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Candace M. (Youth Researcher) was surprised by "how little support you get educator-wise" and that the students would try "to converse with the teachers and see how they felt and we’d be met with hostility and confusion"

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Resources: Brave spaces. Peer mediation policies

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Resources: Brave spaces. Peer mediation policies

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How do de-escalate rather than jump from problem to suspension?

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https://www.drcharlesbell.com/

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ON AVERAGE, BLACK STUDENTS IN AMERICAN SCHOOLS ARE

15%
of the K-12 school-age population

38%
of the students who received at least one out-of-school suspension

6X
more likely to receive a school suspension than white girls

4X
more likely to receive a school suspension than white boys

Dr. Charles Bell is a Detroit native and an assistant professor in the Department of Criminal Justice Sciences at Illinois State University. He is a recipient of the American Society of Criminology Ruth D. Peterson Fellowship. His research focuses on understanding how Black students and parents perceive school discipline and its impact on academic achievement, social status, relationships with educators, parent employment, and perceptions of metal detectors, school guards, and law enforcement officers. Dr. Bell also examines educators' experiences with violence in school settings.

If you attended a school that failed to provide essential resources to facilitate students' learning, such as a classroom and a teacher, would it harm you? When students receive out-of-school suspensions for subjective offenses that result in several weeks of missed instruction and low achievement, is that not violence?

~ Dr. Charles Bell

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ON AVERAGE, BLACK STUDENTS IN AMERICAN SCHOOLS ARE 15% of the K-12 school-age population 38% of the students who received at least one out-of-school suspension 6X more likely to receive a school suspension than white girls 4X more likely to receive a school suspension than white boys Dr. Charles Bell is a Detroit native and an assistant professor in the Department of Criminal Justice Sciences at Illinois State University.

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One of the schools asked for a list of student participants as a challenge to confidentiality.

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Becoming a majority Black school. Some residents sending children to other school districts or private schools. The school board looks like the community now. About 60% live in Harper Woods and 40% from Detroit.

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The student organizers envisioned a space where Black Women can be who they are.
Administration seeing the Care Sessions from a deficit perspective as a place to "send" students who had trouble.
After the students declined referrals from the administration, there were challenges with struggle.

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https://www.emich.edu/engage/business/professional-programs-training/programs/education/equity-and-justice-certificate.php

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This 36 contact hour certificate program offers a unique opportunity for educators to reimagine schools with practitioners across the country. Grounded in social justice leadership and culturally responsive leadership, educators receive 21st century online learning to build better relationships with students and families, rethink their policies and practices, and examine their mindsets and dispositions that impact student success. The certificate signals competence for leading personal, professional, and systems change. Upon completion of six modules co-constructed by practicing school administrators and researchers, educators will have new knowledge and strategies to engage school communities in equity work and create better schools, better communities, and ultimately, a better world.

Each week-long module requires 4-6 hours of work.

Module 1: Culturally Responsive Leadership

Culturally responsive leadership is anchored in community connections. These connections promote equity for our most marginalized students and their families. As you work through this module you will be exposed to material from Dr. Muhammed Khalifa's book entitled Culturally Responsive Leadership. Dr. Brene Brown's text, Dare to Lead, also informs this module. Participants will engage in several activities that will include a mini project, a threaded discussion around shared leadership and power, and a case study that focuses on a school that was facing closure. Participants can also expect to participate in a quiz and there is a video assignment.

As you navigate through the research, the expectation is that you unearth your biases. You will be asked: (1) How does your deficit thinking show up in your work? (2) What are the impacts of your deficit thinking on institutional practices? (3) How might your deficit thinking have an adverse effect on how you lead and follow? One of the major tenets of culturally responsive leadership is making community connections. This concept will be analyzed in the module. After completing this module, you will gain a deeper understanding of the critical reflection required to be a culturally responsive leader that strives for equity for all.

Module 2: Reflexive Leadership - Deficit Thinking and Low Expectations

The Reflexive Leadership - Deficit Thinking and Low Expectations module will empower educators to (1) engage in exercises to better understand deficit thinking, racism, and stereotypes, (2) identify and challenge their own deficit thinking and low expectations that show up in practice and policy, (3) understand the differences between reflecting and being reflexive and (4), participate in activities that examine their five essential values.
Throughout this module, participants will read & synthesize articles relating to deficit thinking, racial stereotyping, and critical race theory, and explore a novice principal's connections between reflection, reflexivity, and school leadership. educators will view a video that depicts common stereotypes and negative thinking about marginalized students that permeates throughout a schools' culture. A case study is presented to illuminate a kindergarten teacher's low expectations and deficit thinking of minoritized students and the parent's reactions. This module concludes with educators beginning the work of knowing themselves as a school leader by creating on-line journal entries using Penzu.

Module 3: Servant Leadership

Servant Leadership satisfies the natural feeling that one has to serve others. The purpose of this module is for the participants to begin self-reflecting on the nine characteristics of a servant leader: (1) listening (2) empathy (3) healing (4) awareness) (5) persuasion (6) stewardship (7) conceptualization (8) building community and (9) commitment to the growth of others. These nine characteristics of servant leadership are crucial to creating a positive school climate that will lead to higher student achievement, which will ultimately meet the goals of all stakeholders.

During this module, educators will solicit the perspectives of two individuals who know their leadership capacity to complete a leadership survey. This survey data will help them identify the strong leadership behaviors and areas they may strive to improve. Two articles are presented for educators to examine the attributes of being a servant leader and then engage in a threaded discussion. Participants will read a case study involving hard-to-staff schools and examine the importance of servant leadership characteristics. By the conclusion of this module, educators will gain a deeper understanding of a servant leader and be on their way to leading for equity.

Module 4: Racially Responsive Leadership

We will define Social Justice Leadership as we reflect on your current leadership practice and how it reflects your sensitivity to the presence of racism in various schooling spaces. As a school leader, how will you promote equity and diversity in your educational or work setting for success? We will examine racist practices and policies that marginalize students. We will create equitable and just leadership responses to oppression in schools, think with other educators about strategies to dismantle systemic racism, and rethink schools with liberating structures that honor students of color and their communities.

Module 5: Transformative Leadership

This module introduces educators to transformative leadership theory. Thoughtfully constructed assignments will support transformative leadership development. This module will help identify areas that need changing within an organization. As a transformative leader, you will need to create a vision to guide change while collaborating with others to meet the needs of your school community. During this module, you will have an opportunity to learn about the eight tenets of transformative leadership. Participants will interact with two articles, watch a video, and go on a transformative leadership hunt. The module concludes with an assessment to check your understanding. Take this opportunity to learn and engage with classmates. Delve into the topic of transformative leadership to create equitable learning conditions for students.

Module 6: Social Justice Leadership

This module will introduce educators to Social Justice Leadership Theory. Educators will construct a working definition of the theory, critically reflect on its characteristics, and share how they are currently implementing this leadership theory into their current practice. Educators will explore the role and responsibility of school leaders to ensure that equity and diversity are implemented so that individual educational needs are met and all students feel included within the learning environment. Participants will examine current curriculums and programs, share their own experiences, and think critically about how these entities lack diversity and inclusivity.
Participants will also have an opportunity to explore their own values, beliefs, and assumptions about equity and diversity. As a result, educators will create a virtual presentation that depicts their personal philosophy about leadership and how it relates to leadership for social justice. A Case Study allows educators practice with developing an action plan for implementing social justice leadership for a student with some academic and behavioral challenges. Educators will engage in writing S.M.A.R.T goals to address academics, behavior, supports, and resources for the student, her family, and the school staff that must provide educational programming that meets her needs and ensures justice and her success.

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Leading for Equity and Justice Certificate

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This certificate offers a unique opportunity for educators to reimagine schools with practitioners across the country Grounded in social justice leadership and culturally responsive leadership, educators receive 21st century online learning to build better relationships with students and families, rethink their policies and practices, and examine their mindsets and dispositions that impact student success.

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The Plug Viewbook 2020-21 Final Digital Format

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https://umich.qualtrics.com/jfe/form/SV_bwP40W9sypDM2IC

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Qualtrics Survey | Qualtrics Experience Management

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Thank you for attending Urban Learning and Leadership Collaborative (ULLC) – Research-Practice Partnership (RPP) DSToPP Research Symposium. One of ULLC’s key projects focuses on fighting racism, poverty, and injustice through community-university collaboration. To provide feedback on the effectivene…

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Alternative Focus Group Sign Up Poll for Youth Researchers 

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Alternative Focus Group Sign Up Poll for Youth Researchers 

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https://doodle.com/meeting/participate/id/DbDAX2qd

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Doodle is the simplest way to schedule meetings with clients, colleagues, or friends. Find the best time for one-to-ones and team meetings with our user-friendly calendar tool. Get started today!