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Differential Selection-
Differential Processing

Library: *We work hard to create an environment of respect and nurture in all students that they belong there (p. 48- "a sense of belonging can be vital to academic achievement). *I appreciate that this article acknowledges that the educational terrain is racialize, that inequalities are systemic, and that most educators have implicit biases and stereotypes that they carry unacknowledged. *I work hard to be an anti-racist educator; this is an ongoing reflective process and I have much work to continue to do. For example, during lunch periods, especially 7th grade, I regularly ask myself the questions on p. 58: who am I monitoring? and why? *I also wonder why "disrespect" and "defiance" are considered problem behaviors here? These seem much more subjective than the other problem behaviors.

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spoke about the disproportionate amount of black students who were disciplined with suspensions at Riverview (60-70%), when they only make up 35% of the population.
This is similar to society, where African American males make up the great majority of people in prison but only represent a small portion of the US population.  So, this disparity has to start somewhere and it is often in school.

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All kids/people do something wrong.   We will work on being mindful  of our reactions to what students do.

"What ever you allow, will continue."

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Are we being consistent?  If not, why?

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We started to think about our experiences with parents and how they respond to student misbehavior.   While dealing with parents who express their support for their student those who use the "entitlement" approach are common in our community but not necessarily tied to race in our community. Perhaps more disturbing is the prevalence of the threat of physical abuse of students by parents of students of color in the event of a call home.

Ultimately, teachers are products of their own upbringing and tend to project expectations placed on them when they were growing up, onto all students.

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-Disciplinary routines communicate to students and affects how they feel about the school and how they are valued/respected.
-Rules are stated in handbook but consequences/enforcement are not consistent with staff/administration.
-Parent's resources influence what happens in the school.
-Sometimes the rules themselves are the problem, and other times the enforcement of the rule is the problem.
-Teachers beliefs influence what they enforce.

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We have mentioned a divide in our community around socioeconomic lines and need to develop strategies to help the "have-nots" get more invested and involved.  How do we increase their sense of belonging and playing a larger role in our community.  We need to break the long standing idea of the other side of the tracks.

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According to the text, "White students felt more comfortable breaking rules, and they and their parents negotiated more actively with school officials regarding how their behavior should be treated and defined"
This resonated with us in experiences we had especiall with students with IEP. i.e. White parents who is a judge gets immediate response and full staff involvement with IEP rather than standard response other students would receive.

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Are rules/discipline guidelines being administered equitably?  If so, then the data is accurate.

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*When teachers know a parent might question the discipline then the teachers are less hesitant to discipline/refer out.
* The difference between ostensive (Suppose to do) vs. performative (actually do) with discipline.

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-Hall monitors? How can we track behavior in hallways if we are supposed to be in classrooms teaching bell to bell? Most behaviors are happening a minute or two AFTER bell rings.
-We talked about holding all students accountable for their action and not selecting specific students the whole time.
-Also, differentiation during school work could help lead to students participating more in class and hopefully will lead to less actions.

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Are we being consistent with rules throughout the building? What is defiance? Different teachers view defiance in different ways.

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As 8-2 pointed out, on p. 50, the article states "white students and parents were more likely to exhibit a sense of entitlement when interacting with the school's disciplinary apparatus."
We discussed what type of behavior is noticed, and also the concern of consistency in enforcing discipline.
Do we all have a hidden bias? How do students perceive the actions of teachers and administrators differently?

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*If you have a loud enough advocate, which is usually the affluent white parent but not always, you get your way.  Parents bring in lawyers and their own advocates or go straight to the Admin. Build.
*How do we create a process for restorative justice? We need a process for all teachers, not just experienced staff.

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"Lots of indeterminancy and unevenness in discipline."

Behavior policies have two parts: stating the rules and then enforcing. Stating is vague and our enforcement is uneven.

SES is more telling of how much contact there is between the school and families. Focus needs to be on reaching families who traditionally cannot reach out or feel uncomfortable.

Cultural capital of our school has the inclination that parents and students can "negotiate with school authorities and the ability to do so effectively."