The article uncovers the hidden traits of white supremacy culture in organizations, stressing their influence on norms across diverse groups.

The article highlights PBIS and RJ implementation in Oakland schools, aiming to address disciplinary disparities and promote positive outcomes through positive reinforcement and harm repair strategies.

This emphasizes addressing systemic inequities in California's education and advocates for transforming schools into supportive, restorative environments in the aftermath of COVID-19.

The reading suggests the integration of PBIS and RP as a solution to address behavior issues and racial disparities in disciplinary actions, presenting a comprehensive strategy for improvement.

youth and families. She brings tenderness and justice to her work in the community.

as a therapist. She understands that this work is in collaboration with people and families.

and lifts up the room with new ways of being and existing with one another.

and discussions and the healing that can occur when people work together for the greater good.

refects a truly inclusive and equity-centered environment where all community members play a vital part in healing

and transformation.

expert; he combines intellect and love to transform schools and communities for both kids and adults.

for both liberation and freedom.

restorative justice practices in the groundbreaking Oakland Unifed School District.

collaboration with everyone at the table supporting young people.

are the children?” She believes restorative justice practices create culturally affirming and equitable systems where

adults can authentically answer, the children are well.

creating inclusive spaces where young people are seen and valued.

advocates strongly that a better world is possible and necessary.

Intervention Supports; she brings humility, experience and a strong equity lens to this work that compliments the

hopes and dreams of the systems we seek to create.

where students feel valued, seen, and heard for their unique gifts and talents.

in service to community. Her love for her students radiates naturally and effortlessly.

brings to life data that can be used to change and transform how we treat and serve one another.

communities in how we make restorative justice central to our work. You can reach Melissa at spaercagroup@gmail.com

of the pioneers in facilitating community based solutions to repair harm and restore dignity for everyone involved.

Youth; he advocates for a whole school approach to implementing restorative practices and creates environments

for all to thrive and excel.

can feel empowered to use the data to drive real change that makes a difference in the lives of our youth and their

families.

dedication to his craft and his school communities to prioritize and value this essential work.

His name translates to "Victory for the People" and symbolizes his commitment to helping individuals and communities awaken to their full potential and lead more fulfilling lives. 

2020). Black students are also more likely to experience exclusionary discipline, such as suspensions (Losen

& Martinez, 2020). These racial disparities in schools have proven remarkably stable (Cano, 2020; Losen &

Martinez, 2020). And recent research (Pearman et al., 2019) suggests that the Black–White discipline gap

and Black–White achievement gap are related. This suggests a critical question: what, if anything, can be

done to mitigate these racial disparities in schools?

Decks are available for purchase, and a free digital version is downloadable in English and Spanish at www.liberatorydesign.com. Users are encouraged to share their experiences using #LiberatoryDesign.

We are planning a webinar on Adaptive Strategic Planning in July 2025. Please complete this form to indicate your interest in the online event.

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