Education Week - October 18, 2017 - 16

rapport Gordon talks about.
Principal Nicholas Petty, along with planning-center
instructional aide Eric Cek, and a team of more than a
dozen youth-support staff have taken students that
some schools gave up on and given them a place that sets
high standards for effort and expectations.
The school's 2017 class had a 98 percent graduation
rate, about 30 percentage points higher than the districtwide average.
The planning center helps students "focus
on life," said junior Brandon McCann. As he
and other students discuss their approach
to managing behavior, the words "love" and
"trust" are used frequently.
"Respect is the foundation," he said. "To get
respect, you have to earn it."

Bridging 'Gaps' of Understanding

"If you get sent home or
suspended, then you have
more time to think... . You
start plotting something else
that will get you in trouble."

Charles Williams, one of the longest-tenured youth-support workers, fills many roles
at the school.
If Williams' students struggled with suspensions in the past, he teaches them how
to get back in class and stay there. If they're
misbehaving to mask their struggles with
reading or some other academic matter, he finds them
help for that, too.
"I bridge gaps of understanding. You have to reach before you teach," said Williams, a seven-year employee.
When students do something that merits more severe
discipline than a talking to or planning-center visit, Williams sits in on meetings with the principal or dean of
students to advocate for the students.
"He's like their attorney," joked Petty, the principal.
But in-school suspensions and detentions, often a first
option to deal with behavioral issues in the past, are now
a last resort at Ginn Academy and elsewhere in the Cleveland school system.
The number of out-of-school suspensions in the city's
school system has dropped by 50 percent over the past five
years, dropping to 373 districtwide for last school year .
Cleveland abandoned in-school suspensions nearly
a decade after concluding that the practice provided
a gateway to the school-to-prison pipeline. Students
often saw the discipline-spending days in an isolated
classroom with almost no feedback or support from
staff-as a sentence.
"They went up there, did their time, and they left. We
weren't listening to the students," said Denine Goolsby,
the executive director of the Cleveland district's Humanware program, the unusually named initiative to provide
social and emotional support for students.
To supplement the hardware-such as surveillance
cameras and metal detectors-that the district uses to

16

| Education Week * October 18, 2017

keep students safe, its Humanware team addresses the
softer elements of school safety, to head off potential incidents before they occur.
The district developed the program in October 2007,
after a 14-year-old student-angry about being suspended after a fight-returned to his high school and
shot and injured two students and two teachers before
killing himself.
Now, the planning centers are often the last stop before
a student is sent home but also the first stop
upon return. The planning centers provide an
opportunity for staff members to review what
happened and how they can help students
prevent it from happening again.
If the goal is to change student behavior,
research shows that repeated out-of-school
suspensions aren't an effective tool and inschool suspensions aren't much better, said
Pamela Fenning, a school psychologist and a
professor of school psychology at Loyola UniBreyonna Taylor
versity School of Education in Chicago.
8th grade
Fenning co-founded the Illinois-based
Clark preK-8 School, Cleveland
Transforming School Discipline Collaborative, a team of lawyers, school psychologists, policy advocates, and community
partners dedicated to reducing the high
numbers of school days that students lose as a result
of suspensions and expulsions.
While school systems from California to Florida have
revamped their student-discipline policies in recent
years, with a focus on keeping students in school,
theory and reality don't always match up. The U.S.
Department of Education estimates that about 6 percent
of the K-12 student population was suspended at least
once during the 2013-14 school year, the last for which
the data are available.
That number is three or four times higher in some
urban districts, including Cleveland, where the number
of out-of-school suspensions has remained steady despite
the district's success in reducing in-school suspensions.
Clark and Ginn are bright spots in a district still struggling to find answers for student discipline problems.
Cleveland school administrators handed down 10,900
out-of-school suspensions during the 2016-17 school
year, state data show. That's roughly the same total from
five years ago.
"When you do have to put a child out of school, the
questions are 'How long and for what purpose?'" said
Gordon, the district CEO.

Changing Perspectives
Getting in trouble at school is something that Jason
Okonofua, a psychology professor at the University of
California, Berkeley, can relate to. As a youth in Mem-



Table of Contents for the Digital Edition of Education Week - October 18, 2017

Education Week - October 18, 2017
Schools Fight Back Against Chronic Absenteeism
To Fill ‘Mentoring Gap,’ Schools Get Creative
A Benefit for Working Parents: Expert Advice on Schools
‘Respectful’ Approach to In-School Suspensions
Does Paying Kids to Do Well in School Actually Work?
For English-Learners, Peer Pressure Can Be a Good Thing
Small ‘Nudges’ Can Push Students In The Right Direction
Education Week - October 18, 2017 - Cover1
Education Week - October 18, 2017 - Cover2
Education Week - October 18, 2017 - Education Week - October 18, 2017
Education Week - October 18, 2017 - 2
Education Week - October 18, 2017 - 3
Education Week - October 18, 2017 - 4
Education Week - October 18, 2017 - Schools Fight Back Against Chronic Absenteeism
Education Week - October 18, 2017 - 6
Education Week - October 18, 2017 - 7
Education Week - October 18, 2017 - 8
Education Week - October 18, 2017 - To Fill ‘Mentoring Gap,’ Schools Get Creative
Education Week - October 18, 2017 - 10
Education Week - October 18, 2017 - 11
Education Week - October 18, 2017 - A Benefit for Working Parents: Expert Advice on Schools
Education Week - October 18, 2017 - 13
Education Week - October 18, 2017 - 14
Education Week - October 18, 2017 - ‘Respectful’ Approach to In-School Suspensions
Education Week - October 18, 2017 - 16
Education Week - October 18, 2017 - 17
Education Week - October 18, 2017 - Does Paying Kids to Do Well in School Actually Work?
Education Week - October 18, 2017 - 19
Education Week - October 18, 2017 - For English-Learners, Peer Pressure Can Be a Good Thing
Education Week - October 18, 2017 - 21
Education Week - October 18, 2017 - Small ‘Nudges’ Can Push Students In The Right Direction
Education Week - October 18, 2017 - 23
Education Week - October 18, 2017 - 24
Education Week - October 18, 2017 - Cover3
Education Week - October 18, 2017 - Cover4
Education Week - October 18, 2017 - CW1
Education Week - October 18, 2017 - CW2
Education Week - October 18, 2017 - CW3
Education Week - October 18, 2017 - CW4
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http://www.nxtbookMEDIA.com