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Discipline should be community-based -- involving teachers, coaches, admin, etc.

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If discipline is not used to "reconnect students to learning" (p. 133), what does that suggest?

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The curriculum or textbooks show mostly the white culture perspective. True narratives about oppression/slavery aren't told. How are we making the material relatable to all students?

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Hard for individual teachers to know, as there isn't much transparency in what happens.

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Would love to get rid of ISS, and more restorive practice.

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Discipline strategies differ based on each student, restorative conversations could be enough and some students respond well to them.  Looping admin  allows them to get to know their students and learn what works for them.

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Discipline strategies differ based on each student, restorative conversations could be enough and some students respond well to them.  Looping admin  allows them to get to know their students and learn what works for them.

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There are still a high number of males in ISS and mostly students of color. Most of our students sent to LEO are in special education and students of color.

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Would like to know more about the options we have available and what discipline we tend to use most often. Would love to shift the focus from discipline to prevention.

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I am interested in seeing the breakdown of how many students by racial group are disciplined. Is that number representative of our majority white campus? I feel like finding out the need driving the misbehavior and teaching students a moral lesson to learn from and grow should be top priority.

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Very dependent on the teacher. Some handle most issues within the room and focus on relationship building. Others primarily use detentions/office referrals.

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We should look at the representation of students of color and econ. dis.students in our pre-AP, PACE, and QUEST programs. Is there evidence of institutional racism at HMS? If so, why do we let it continue?

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Some teachers humiliate/shame students in front of everyone in order to "discipline". Even if the teacher is in the wrong, s/he doesn't make amends with the student nor class. We need to model the behaviors we want to see.

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Teachers aren't giving grace to students for minor infractions. When instances of prejudice/oppression occur they tend to let it slide.

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We need better consistency and may have to take a look again at the systems we have in place.

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Some teachers focus too much on the small things. They do not "pick their battles." Teachers need to work to build relationships and find the need driving the misbehavior, not just punish the misbehavior (many teachers already do this and that's great!). Work on teaching students a moral lesson, so they can learn and grow, not just give them a detention.

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Infraction numbers per incident?  Referrals per teacher?  Infraction numbers per student?  This will help figure out where some critical changes need to be made.

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EL students shouldn't be in Pre AP ELA

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I believe having more mentor opportunities would be very beneficial for students of color. Teacher mentor groups or even community mentors.

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Application process that does not take into consideration intrinsic motivation. What might be a disruption or a deficiency in one area does not automatically mean it's an deficiency somewhere else.

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Some school rules are not enforced in every classroom and some school rules are broken in some classrooms.

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We use ELL students to translate for other students, but we don't see their value as translators or how smart they are navigating across languages.

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Many teachers will do anything for the students and build relationships with them. Some will not. They send students out for small things because they do not want them in their.

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Every adult on campus could use more training on resortative justice before passing the discipline off to others.

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On-level can not do the same learning experiences as Pre Ap

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On-level can not do the same learning experiences as Pre Ap

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Majority white. Not equitable representation or referrals to these programs.

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Are tests the only way we select students for Quest, etc., and why?

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Advanced programs and GT are majority White/Asian
Latinos and Black are under-represented.
In Sped, Latino/Black is over-represented.

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SpEd students shouldn't be in Pace Math or AP ELA.

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it is not consistent from teacher to teacher, grade to grade. Some let the small stuff go, others are "gum patrols".

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Would like to know the % of kids in ISS, am/pm detention, etc to see if they reflect the school's demographics.

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Scientists are only white. Men are only scientists.

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Students of color being better at athletics than academics.
Females and students of color not being as good at STEM.

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Girls may feel they are not as successful at Math. Asian students are expected to be good at Math and Science. Regardless of race, gender, or SES, a negative experience with any content area teacher may tell kids that that area is just "not for me."