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I do not see this in my school. We do not have a lot of diversity in our school so I do not see a lot of suspension and students getting expelled. I feel like we have good alternatives. We like to keep the kids at school and do not want them to have to be away from school. Fighting is the only time where we see kids being sent home from school. We have a system where they have a consequence with each behavior and they get worse the more times you get in trouble. I think often African american students are seen as trouble makers or that they do not listen to authority. When I taught students with behavior disorders we often had African american students in the classroom. It is was a higher percentage than white students.

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I feel as thoug I live in a bubble at my school. Because I teach self contained high school, I am not fully aware of the regular discipline issues because my students are disciplined differently because of their IEPs. The high school does not have a PBIS approach but more of a zero tolerance approach. In previous student teaching experience, I found that a lot of students spent a lot of time in ISS.  There was a new list daily that we had to refer to. I think they did there best at controlling to students who wanted to be in class. The motto was that if you didnt want to sit and class and learn then do not come. Students in class were expected to give respect or they would be asked to leave and sent to the dean. I think that for this school it worked and admin helped as best they could.
I feel as though the district I currently work in does well with discipline but are also lucky that they do not have many students misbehavior. In addition we have a whole security team monitoring halls so it is little opportunity for students to get away with misbehaving.

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My school has worked to move away from punitive practices such as detentions and suspensions and looks to use a more restorative approach. We also have a Transition Room that is used similar to what used to be an in-school suspension area but isn't always assigned as a punishment. Sometimes, students have been absent for several days and the thought of going back to all 7 of their classes to catch up is overwhelming. Administration can refer the student to the transition room to work with a teacher to get caught up on what he or she has missed. Sometimes, students are sent there for just one period for various reasons. It's an effective option that offers a more proactive approach to our students to hopefully minimize the need for suspensions/detentions. Understanding the backgrounds and cultures of the students in our school is crucial to helping be part of the solution and not contributing to the problem.

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My school still uses suspension and detentions. We are currently trying to move away from those disciplines but it is a process for all staff to see the positives of not implementing the traditional suspensions. I have developed a great relationship with my administration and feel they are understanding about my opinions of detentions and wanting to ensure I am able to have discussions with my students about any behaviors to make it a learning experience. The beginning steps of trying to find new ways to support students has been more at school detentions compared to suspension. I know it is not the final end goal but it is a step in the right direction. I think it is great that the conversation has started and we are looking for alternative methods. Most suspensions are from students getting in physical altercations with other students/staff or drugs.

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Discipline in my school looked a lot different this year than my previous school. I worked at a high school last year with a school resource officer. The school was an inner-city school with predominantly black students. In my current role as a 6th grade resource teacher in the northwest suburbs of Chicago, our discipline is a PBIS approach. However, a student did get suspended for bullying this year. I think my school has a good balance between positive behavior support approaches and using suspension when necessary. I think my school can incorporate more restorative practices such a talking circles and restorative justice circles for disciplinary situations. I did not experience any incidents this year that required disciplinary action from administration. However, I understand how a student’s background can impact the way they are disciplined. My old district needed to take restorative practices more seriously. Most students from my old district were from low-income areas, often had only one parent, and relied on school for the one and only meal they ate that day. Students from different culturally and SES backgrounds would benefit from alternative forms of discipline to help them problem-solve and remove them from the school-to-prison pipeline. Teachers need to create equity within their classrooms and understand their own biases on populations of students.

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In the two years I worked at my school, I had 4 different people hold the position on principal. This lead to a lot of inconsistent discipline. We haven't expelled any students and we only suspended three last year (out of school) all for demonstrating the same misconduct. All three students were of the same background. As far as smaller disciplinary issues, there is a lot of inconsistencies. Students who have parents willing to fight the school get away with a lot more than students whose parents won't "bother" the school.
One thing that really bothers me is that he punishment's for skipping school/class currently is stated in the handbook as an in school suspension. I don't think the appropriate response to a student missing class is to have them miss more class. This is often the same response for tardies or absenteeism. I don't think the appropriate response it to make the students miss more school.

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At my school, sending students home and suspensions are a last resort. Everyone in my building (around 30 staff) are trained in TCIS and work together as a team to de-escalate students is crisis and manage behaviors in the classroom. Students are only suspended if it is a drug related offence, or they have been in a physical altercation with staff or another students. This also may vary depending on the age of the student. In my case, I have K-3. I have had students get physical with myself or other staff but they are not suspended. We spend a lot of time using restorative practices as a school to help our students. Out of school suspensions are more detrimental to the students I work with than just finding a way to keep them in school. Each year we continue to improve upon our practices, but as a whole we work well together. We are pretty lucky to have a small school where this can happen. I do not work in a very diverse school district, but where I grew up this was very common. Students of different races or ethnicities would get in more trouble than other students. I can also say that all my students are at my school for behavioral reasons and a lot of them were referred more at their home districts because the teachers had no tolerance.

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My principal is very easy going and calm. His form of discipline is mostly to just have the kid sit in his office until they calm down and then he tries to talk to them about what happened. Sometimes me and the other sped rooms have to restrain our kids or they have some pretty intense meltdowns in a contained area. When that happens he just stands there and does what the teachers think is best. I really appreciate that as a teacher. Overall, I don't think any of our kids ever receive any serious discipline. The most that happens is a parent being called if a child is runner or something like that. We try to utilize our school counselor as much as possible too if there is a kid we are struggling with.

I teach at a school where there is maybe one/two kids per class that are of color. I don't notice them getting in trouble more than others. The problem kids that I can think of at my school are all white, but I do think that race can play a huge role in discipline in most schools.

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Working in a self-contained classroom for the first time at the school I am currently at made it difficult to notice what was happening outside of my classroom in regards to discipline. None of my students were suspended or expelled. My administrator does a wonderful job of reading the referral, discussing with me what happened, and then discussing and problem solving with the students so that we do not have the same issue. She shows my students so much respect, and does not place blame on the student but instead guides them to seeing their role in each situation and what they could have done or could do better in the future. Moving forward looking at discrepancies in discipline at my school in regards to race will be on my radar. This is something I have often thought about in the back of my mind and your presentation brought it to the forefront. Especially with the current state of our country, being culturally responsive and understanding the backgrounds of our students is more important than ever.

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At my school, I have noticed that students who are more frequently getting punished are boys who struggle with their impulse control. Although they may not be in special education, they commonly are diagnosed with ADHD. These students oftentimes aren't motivated by many things, making it challenging for our administration to punish them in other ways. They oftentimes create informal behavior plans to try and help the students. Another challenge is the inconsistency with home and school. If their parents say they will discipline them, they oftentimes are choosing not to. We have a lot of school wide behavior incentives, but with the disconnect between parents and school it is challenging. I think as a district we would all benefit on a better understanding of this topic. There are times I could get frustrated and send the student to the office, but I choose to do things within my classroom to not take away instructional time for the student.

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This is a little difficult for me to reflect on as my students have not/there is a plan in place with the school that my students do not get detentions/suspensions (it is handle within our Cooperative). So I can only speak from observation of the general education population within the school I work at. From what I have observed, I have noticed that some of the teachers don't want to deal with behaviors so they just hand out detentions. When they see a student repeated behavior they continue to give out detentions instead of figuring out why. I work in a highly diverse area, so I have not see certain racial discrepancies amongst the students getting in trouble. One thing I like that my school does, is if a student is getting in trouble a lot they get them working with the social workers and they implement behavior plans to help them in the classroom. It is kind of like a grading sheet that each teacher has to initial/score at the end of a class and the student has to check in with the social worker when they arrive and leave school. I wish there was more productive approached with discipline, such as meditation/reflection or art therapy. I think race can definitely play a big role in a lot of schools and especially when you are in a school where majority of the teaching population is white. That is something I see as a big concern in a lot of schools is that there is not a lot of cultural/racial variety amongst the education professionals.

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I have only been at my school for one year now, but seeing how discipline was handled on my team, I agree that I can already see certain categories of students receiving harsher discipline that others. Discipline also seems to vary across teachers and classroom expectations. I've seen students receive warnings for not having a pencil for class while other classes have students who argue with a teacher and receive no discipline other than an offer to take a break in the hallway. Student with a previous school record of behavior incidents are handled more strictly by teachers and administration with fewer warnings before detentions are issued. In addition, several students with IEP's seem to be "frequent flyers" in the office instead of those behaviors being managed in the classroom. While I'm sure race places a role in this discrepancy, I feel those with disabilities are the most effected by a lack of reactive behavior systems in place by administration and classroom teachers.

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I have been at my school for 3 years now and I do see racial discrepancies when it comes to discipline. I see some students receive multiple detentions for an issue and a student receive no discipline for an equal action. I agree with Blayne that I think when it comes to special education, my administration does not know how to deal with discipline properly. I work in a 3rd-5th grade building and we have issues related to discipline, but from what I know about the middle school there is even more of a struggle over there. At our middle school this year students would receive detentions of their Chromebook was Brough back to school under 30% charged, if they had more than 3 tardies, etc. Now I teach in a school district with 70% poverty and some of my students go home to be watched by siblings or someone that is not their parent. I think there could be more understanding when it comes to issues like I mentioned, especially based on the students situations. Overall, I think that discipline is something that needs to be restructured in my school to become more meaningful and will have positive long term effects. I think that it is crucial for teachers to example how race plan a part in the discipline system and how we can work to fix the system.

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The school I was most recently employed at had the expectation that the educator would do everything in their power before making an office referral. This being said, every educator is different and possess different behavior management skill sets. I am sure administrators were managing more referrals from specific teachers through out the school year. I did not see many students being suspended this school year, but this was an odd year with only half the student population present for in-person learning. However, I did see teachers going to great lengths to establish relationships and positive rapport with students. I feel that this school, specifically the faculty, maintained alternative practices in order to keep students in classrooms or at least maintain contact with the instructional process. I feel that with more professional development the district could be in a better place to manage student behavior in a manner that would ensure student are kept in an instructional environment. School can be tricky. There are many varying professional opinions through wide age range and political alignment. It would be difficult to unify disciplinary practices amongst and entire staff of teachers, but then again, attitude reflects leadership. I knew race played a role in disciplinary action before this presentation, but after seeing some statistics it is rather apparent that students of minority ethnicity are  disproportionally receive negative treatment within the school system. 

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The school I was most recently employed at had the expectation that the educator would do everything in their power before making an office referral. This being said, every educator is different and possess different behavior management skill sets. I am sure administrators were managing more referrals from specific teachers through out the school year. I did not see many students being suspended this school year, but this was an odd year with only half the student population present for in-person learning. However, I did see teachers going to great lengths to establish relationships and positive rapport with students. I feel that this school, specifically the faculty, maintained alternative practices in order to keep students in classrooms or at least maintain contact with the instructional process. I feel that with more professional development the district could be in a better place to manage student behavior in a manner that would ensure student are kept in an instructional environment. School can be tricky. There are many varying professional opinions through wide age range and political alignment. It would be difficult to unify disciplinary practices amongst and entire staff of teachers, but then again, attitude reflects leadership. I knew race played a role in disciplinary action before this presentation, but after seeing some statistics it is rather apparent that students of minority ethnicity are  disproportionally receive negative treatment within the school system. 

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Unfortunately, I do see suspension or "in-school suspension" quite often in my school. I definitely see a higher amount of special education students being subjected to punitive punishments, simple because I think administration is unsure of how to proceed in a way that is meaningful. Many of the students on my caseload have been suspended for tardies, skipping class, or unexcused absences. This seems rather counterintuitive to me, as suspensions just perpetuate time out of the classroom that is crucial for the student to receive instruction. I think that increased training for teachers and administrators in the field of restorative practices would help to lessen punitive punishments such as expulsions and suspensions at my school. I also think making use of our advisory period at the end of the day to help students reflect on their behavior and talk through any feelings they may be having would also be beneficial in regarding to building relationships.

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This is my second year teaching at this school/district. Being in a self-contained program for behavior, it is a little more isolated from the rest of the building and I have not observed how discipline takes place. I don't believe there is a heavy emphasis on expulsion or suspension. I do know that when a behavior is occurring in a classroom, the social worker and school psychologist will come alongside the teacher to support by helping come up with a data collection tool, put in place strategies such as a behavior plan and reward system, to help support the student. I do feel these are good alternatives rather than an expulsion or suspension as those are not addressing the behavior, but just administering a negative consequence. Again, I'm not sure how the school handles more sever behaviors, but I have not heard of students receiving that level of discipline. We are not a PBIS school/district and I think that could be something to implement that would be beneficial to students. After the presentation, teachers have implicit or explicit bias, and that in turn can result in the level of discipline that is administered. This is why it is crucial as educators to become self-aware and understand what our own biases are so that we can treat students equally and not based on any other factor when it comes to handling a situation that may require a discipline.