Train the Trainers DSC Model Code

1. Train the TrainersDSC Model Code Goals of this webinar: • Familiarize yourself with the DSC Model Code and the Code of Conduct Comparison Tool • Be able to run this activity in a local meeting or workshop to help move forward local organizing goals in New Orleans

2. Things to have open on your computer or printed out in front of you • This Powerpoint • The DSC Comparison Tool – available in Word or PDF • The Recovery School District Code of Conduct – available in Word or PDF All Documents can be downloaded at: http://www.dignityinschools.org/train-trainer-model-code-materials

3. Agenda Welcome and Introductions – 15 min Sample Agenda for Local Training – 45 min • Intro to DSC • Local Data from New Orleans • Overview of Model Code • Exercises Exercises – 50 min • Code of Conduct Comparison Tool • Elevator Pitch Exercise Wrap-Up – 10 min • Questions about the Comparison Tool • Questions about Facilitating Local Trainings

4. Go Around Question:Share your Name, Organization and Answer to this question:Have you ever worked on an effort to change your local code of conduct?

5. Sample Agenda: Model Code Workshop • Welcome, Introductions and What is DSC? • Go around question and intro to DSC • Quick Overview of Discipline in New Orleans • Suspension/Expulsion Data and Student Code of Conduct • Overview of DSC Model Code • What is the Model Code? • What does it say about discipline? • Exercise to Compare DSC Model Code to Your Local Code • As a large group or in small groups, go through the Model Code Comparison Tool (in small groups, you could give each group one page) • Report back to share one or two things you learned • Use the Strategy Chart to identify priorities for your campaign

6. SAMPLE TRAININGWorkshop on Comparing your Code of Conduct to the DSC Model Code

7. Dignity in Schools Campaign (DSC) • Challenges the systemic problem of pushout and advocates for the human right of every young person to education and dignity • More than 75 organizations from 22 states • Youth and parentbase-building • Legal and advocacy • Teachers and educators • Researchers

8. Introduction to Local Organizations

9. Data on New Orleans • Out-of-School Suspension (OSS) Rates in 2011-2012 School Year: • OSS rate in Louisiana statewide was 9.2% • Average OSS rate in RSD charter schools was 15.8% • Average OSS rate in RSD direct-run schools was 26.6% • 1/3 of New Orleans public schools have a suspension rate over 20%

10. Overview RSD Code of Conduct • Code of Conduct lists “Corrective Strategies” that can be used instead of suspensions, ranging from creating behavior plans, contacting parents to in-school suspension • Three Levels of Infractions • Level 1 - Non-suspendable (dress code, profanity, etc.) • Level 2 – May receive suspension, corrective strategies encouraged (willful disobedience, fighting, etc.) • Level 3 – May be expelled (weapons, assault, etc.) • Students suspended 3 or more consecutive days will be provided schoolwork during their suspension

11. Organizing in New Orleans – Our Goals • Objectives of Criminal Justice and Education Equity Caucus Work Group: • Empower and educate parents, students and the community about current suspension and expulsion policies and their impact. • Identify current legislation and discipline codes that play a factor in school push out, removal and serve as a gateway to the “School to Prison Pipeline.” • Provide training on model student codes, including Dignity in Schools “Model Code on Education and Dignity.” • Encourage outreach and engage parents, youth, and advocates in the development and proposal of alternatives to the current suspension and expulsion policies that reflect human rights and dignity in education, and provide effective alternatives for school administrators. • Identify 2-3 pilot schools in New Orleans to use the Model Code to revise their Codes of Conduct and improve implementation.

12. Any Questions So Far?Anything else you would want to share about what’s going on in New Orleans?

13. What is the DSC Model Code? • Model policies for schools, districts and legislators to address school pushout and create safe and positive climates for learning • Based on research, best practices and on the ground experiences of students, parents and educators • Rooted in fundamental human rights principle that the goal of education is to develop each young person to their full potential

14. How was the Model Code developed? • Drafted and reviewed by members of the Model CodeWorking Group • Reviewed at two American Bar Association summits • Reviewed and edited at community engagement sessions with students, parents and teachers in 8 different states (CA, FL, GA, IL, LA, MS, NY, PA)

15. Overview of the DSC Model Code

16. Using the Model Code Identify which sections of the Code are most relevant to your community or school Compare the Model Code to the existing law or policy Use “recommended language” from the Code to help shape policy changes Use guidelines in the Model Code to assist with implementation 15

17. Any Questions About the Model Code and How it was Developed?

18. Today’s Focus: Chapter 3.1 Positive School Discipline • Human Rights Goal: School discipline policies shall be aimed at creating a positive school climate, supporting the social and emotional development of students and teaching non-violence and respect for everyone in the school community. • Recommended Language:States, districts and schools shall adopt evidence-based, school-wide, preventive and positive discipline policies that are developed with participation of students, parents or guardians, educators and other stakeholders.

19. Positive Approach to Discipline

20. Limits on Exclusionary Discipline

21. Ch 3.1.c Guidelines for Exclusion (pg. 34)

22. DistrictSchool Climate and Behavior Committee Representation of all school stakeholders with training in positive approaches to discipline, like SWPBIS and restorative practices, to: • Develop guidelines for implementing positive school-wide approaches to discipline, including SWPBIS and Restorative Practices. • Ensure schools and communities receive training and technical assistance in implementing positive approaches. • Create mechanisms to collect and evaluate data and intervene where there are high rates of exclusion and/or disparities.

23. School Climate and Behavior Leadership Team Representation of all school stakeholders with training in positive approaches to discipline, like SWPBIS and restorative practices, to: • Create plans, share information and secure school-wide support for implementing SWPBIS and restorative practices. • Develop school-wide norms or behavioral expectations. • Develop trainings, lesson plans and strategies for preventing and responding to misbehavior. • Develop strategies for preventing and eliminating discrimination. • Track and evaluate discipline data and monitor and evaluate implementation of positive discipline

24. Parent Participation in Decision-Making Schools shall ensure that parents or guardians have a right to monitor and evaluate implementation of school policies and practices, including: • Regular, parent or guardian-led school forums at which school staff must listen and respond to parent and guardian assessments; • Open and clear communication to parents or guardians about their right to visit schools and classrooms; • Parent or guardian-led assessments of schools to identify areas that need more accountability; and • Policies that protect parents’ and guardians’ right to monitor schools’ implementation of programs without retaliation.

25. Parent Participation in Child’s Education Schools shall ensure parents or guardians have a right to participate in decisions affecting their individual child’s education including, but not limited to: • Adherence by teachers, administrators and other school staff to an “early warning” system that identifies academic or behavioral challenges as soon as possible and works with parents or guardians to identify solutions; • Participation in restorative discipline solutions (see Section 3.1.b of this Code); and • Protection of due process rights, including as related to school discipline (see Section 3.1.d of this Code)

26. Any Questions on Overview of Model Code?What are other things we could do to monitor implementation?

27. Model Code Comparison Tool Now participants can work through the Model Code Comparison Tool as a large group or in small groups.

28. Model Code Strategy Chart Now participants can identify top priorities to work on to make changes to their local code of conduct.

29. Recent training in Jersey City

30. Example of Strategy Chart Answers • Community Toolkit • Template Evaluation Form • What else? Other Resources for Local Trainings:

31. Elevator Pitch Exercise from Toolkit Instructions: Break up participants into teams of 3-5 people. Each team should discuss the Scenario below and develop their elevator pitch. Then each team will pick one person to “play” the Superintendent and one person to give the pitch. Each team will act out their elevator pitch in front of the large group. Scenario: Imagine you are riding in an elevator when suddenly the superintendent of your school district (or principal of your school) enters. You see her press the button for the eleventh floor, meaning you have just about two minutes to convince her to implement the Model Code. What will you say to get your point across to her in such a short period of time? Note: Make sure to make a request of the decision maker that will allow you to follow up with them, such as a commitment to read the code or share it with other policy makers.

32. Next Steps • Read the Model Code and share with othershttp://www.dignityinschools.org/our-work/model-school-code • What are other next steps we could ask for in the New Orleans trainings?

33. Q&A Questions about exercises? local trainings?

34. Thank you!