Ending Suspensions at ECS Research and Recommendations

Natalie Torti

Literature Review: The articles and reports below were vital to my understanding of this issue
and the urgency we face to end the overuse of suspensions. My recommendations are heavily
borrowed from the work of these organizations.

Education Rights Network Community Report on Suspensions in Pittsburgh Public:

http://www.onepa.org/wp-content/uploads/2017/06/2015-16-Suspensions-Data-FINAL.pdf

Duke Laws work around suspensions:

Instead of Suspension
https://law.duke.edu/childedlaw/schooldiscipline/downloads/instead_of_suspension.pdf

DIGNITY, DISPARITY AND DESISTANCE: EFFECTIVE RESTORATIVE JUSTICE

STRATEGIES TO PLUG THE SCHOOL-TO-PRISON PIPELINE
https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-
to-prison-folder/state-reports/dignity-disparity-and-desistance-effective-restorative-justice-strateg
ies-to-plug-the-201cschool-to-prison-pipeline/schiff-dignity-disparity-ccrr-conf-2013.pdf

Ten Alternatives to Suspension

https://ici.umn.edu/products/impact/182/over5.html

Recommendations:

1. Discontinue the use of suspension for any behavior other than violence and threats of
violence K-8. [note- My definition of violence includes harassment and intimidation
including but not limited to sexism, racism, homophobia, transphobia, islamophobia,
anti-semitism as well as sexual harassment.]
2. Couple any suspension with intensive/restorative support plan from counselors,
administrators, mentors, and teachers.
My suggestions for the plan would include:
a. At home reflection work to be done with a parent during the suspension.
b. Referral to a mental health professional - if applicable/possible.
c. Meeting with administrators, counselors, and/or mentors and teachers before the
student returns to join their grade level.
d. Threat assessment done by counselor/trained staff before return.
e. Signed restitution plan by student and parent that has actionable items for the
student to repair relationships/classroom environment after the incident.
f. Skills/Coping mechanisms for student to use if they encounter the triggering
event/scenario/person again.
 g. Mini-courses or skill modules students complete outside of school time that target
the behavior/habit/etc.
3. Create menu of other consequences that may be chosen as an alternative to
suspension.
My suggestions would be:
a. in school suspension with a grade level teacher
b. in school suspension with an administrator or coach
c. parent shadow for the day
d. staff shadow for the day (perhaps a gl teacher could travel with the student to
provide support/reinforcement of expectations)
e. community service with a lower grade level class
f. anything else that allows student to be supported rather than excluded (maybe
the student identifies a plan?)
4. Allow administrators to focus on these interventions by lessening the amount of referrals
they receive to only students who have already received grade level
consequences/support and/or violent incidents.
a. Train teachers in de-escalation, mediation, and restorative justice practices.
b. Provide time and resources during the school day for restorative practices to take
place.
c. Create lesson plans/template sessions for restorative justice, responsive
classroom, and community building during advisory time. Train the staff on these
at the beginning of the year.
Example- Middle school advisory time be used for restorative justice circles. (MS
teachers need trained on RJ circles at the beginning of the year)
5. Create and reinforce a flow chart of disciplinary action that helps teachers and students
understand the recommended process for discipline at ECS. (Review this process each
quarter with updated data insights.)
6. Institute community service as restorative practice, find staffing/time to make this a
reality. (Half days? After school? During activity?)
7. Continue the CC/PBIS work in creating positive community relationships, reinforcing
positive interactions/behaviors/habits, and reflection on our daily interactions and
impacts. Extend CC to include the voice of students, more staff, and parents.
8. Regular (at least monthly) grade level community meetings with administrators focused
on relationship building, behavior, positive impact, service, and growth mindsets.

Increasing equity of opportunity and engagement for students of all identities will likely lessen
the correlation between race and disengaged behaviors and increase feelings of belonging to
the ECS community.

Equity Recommendations:

1. Strive to create proportionate representation in gifted programming, instrumental

lessons, and all other enrichment programming.
2. Ensure that clubs including sports programming support students of all identities and
ability levels and encourage team building, and growth mindset over elite performance.
3. Staff outreach and relationship building in communities of color in PGH- through pop up
education events, off-site visits, and coffee house tour events.
4. Onboarding of new students to the ECS model and our community with ECS boot
camp led by current and former student volunteers.