REIMAGINING COMMUNITY IN THE RETURN TO SCHOOL: A RECAP
Jennifer Nava, a CPS graduate with the #PoliceFreeSchools coalition, speaks during a panel on Police Free Schools & Discipline with Jianan Shi, Hayah Hadiyah Rasul, Ana Lily McCollum, and Dream Cannon.
On August 4, 2020, hundreds of student activists, educators, and policy advocates attended a daylong virtual convening hosted by the Transforming School Discipline Collaborative (TSDC), housed at Chicago Lawyers’ Committee for Civil Rights.
The panels, presentations, and workshop discussions covered a wide range of issues facing Illinois students and educators returning to school in fall 2020, from trauma response and special education to restorative justice and racial equity. TSDC also published a guide, Tools for Transforming School Discipline in Remote and Blended Learning During COVID-19, filled with concrete recommendations and resources.
Below, you can find summaries, materials, and recordings from each panel.
SESSIONS
Morning Session 1: School Discipline and Restorative Justice
Morning Session 2: Trauma Response in the Return to School
Morning Session 3: Special Education, Discipline, and the Return to School
Youth Voices Session 1: Creating a Positive Learning Environment in the Return to School
Youth Voices Session 2: Police Free Schools and Discipline
Youth Voices Session 3: Centering Student Voice and Leadership
Afternoon Session 1: Engaging in Courageous Conversations through a Shared Reading Protocol
Afternoon Session 2: Racial Equity and Allyship in Schools
Afternoon Session 3: Restorative Justice and the Return to School
Morning Session 1: School Discipline and Restorative Justice
Session slides | Session handouts | Session recording
Educators from Teach Plus (Emily Hogan, Jessica Kibblewhite, La’ Tia Taylor, & Krista Wilson) presented their findings from both the public 5Essentials survey data, collected from 422 public and charter elementary schools in Chicago, and their teacher focus groups. The data offered insight into the implementation of restorative practices in schools and its effects. While the 5Essentials survey found that limiting suspension and expulsions improved positive learning environments, teachers from the Teach Plus focus group were able to share personal experiences with restorative practice implementation. During the focus group, “there was a recurring idea that adequate and ongoing training will support cohesive, consistent, school-wide expectations and usage of common restorative practices in the building.” Restorative practice training must meet the needs of individual schools and include anti-bias training. It is important to have all adults who will interact with students present at each restorative practice training because they all play a role in its implementation. Through setting clear expectations and creating accountability measures, restorative practices will be the most effective. For educators, this is the perfect time to advocate for implementing restorative practices within their own school communities, even if it begins at the classroom level.
Morning Session 2: Trauma Response in the Return to School
Session recording
Tashiana Stafford, Fellow at Chicago Lawyers’ Committee for Civil Rights, moderated a discussion among panelists whose variety of expertise and experience shed light on the many dimensions of trauma and trauma-informed services. Eilene Ladson, Program Director at Illinois Collaboration on Youth (ICOY) addressed common misconceptions surrounding trauma, healing, and recovery. She discussed the ways in which trauma is not necessarily defined by the event but rather the impact that event had on the individual. Ms. Ladson also introduced the concept of vicarious trauma, or the way we internalize the traumas happening to others. All panelists agreed that the unprecedented circumstances of COVID-19, the Black Lives Matter protests, and the outrage surrounding police violence would impact students, families, and educators.
Dr. Marshana Smith, a clinical psychologist within the Center of Childhood Resilience at Lurie Children’s Hospital, outlined the many ways trauma can manifest itself in a school setting and the steps schools can take to respond and address these needs. Dr. Smith emphasized the importance of school-wide buy-in to a trauma-informed approach. Such an approach would require all staff and educators to be trained in recognizing the signs and symptoms of trauma as well as learning trauma-sensitive strategies compatible to their professional role. In an era of remote learning, Dr. Smith mentioned the importance of frequent check-ins and opportunities for both students and staff to seek and receive support.
Jennifer Duran, licensed social worker and trauma intervention specialist with Healing Hurt People, educated attendees on the long-term effects of untreated trauma, and the devastating impact of chronically feeling the world is unsafe. Ms. Duran spoke to the trauma inherent in those suffering impacted by systemic racism and the additional barriers communities of color encounter when accessing and receiving support. Finally, Kwamane Liddel, Manager of Administrative Services at Alameda Hospital, discussed the ways trauma impacts physical health. He provided necessary insight into the trauma-related considerations schools and communities must take when implementing COVID-19 safety precautions (masks, temperature screenings) to keep people emotionally and physically safe.
Morning Session 3: Special Education, Discipline, and the Return to School
Session recording (please excuse the brevity; our recording was cut short)
Pre-pandemic, students with disabilities already faced disproportionately high rates of exclusionary discipline in school. Both remote learning and in-person/blended instruction pose challenges for students with disabilities to access a free and appropriate public education. This panel, moderated by Miranda Johnson of Loyola University Chicago School of Law, explored these challenges. Hannah Berkowitz of Lawyers’ Committee for Health Justice, Mike Shea of Equip for Equality, and Fiona Forde of Reilly Elementary and CPS-Educators for Excellence discussed school and district obligations, and identified age-appropriate considerations for schools.
Youth Voices Session 1: Creating a Positive Learning Environment in the Return to School
Note: This panel was not recorded to allow youth participants the opportunity to share freely. For more tips on creating a positive learning environment in the return to school, see the TSDC toolkit (with contributions from these and other youth) here.
In a panel moderated by Pam Fenning of Loyola University Chicago School of Education, young leaders Emily Arizmendi, Julian Nieto, and Esmeralda de la Garza shared their remote learning experience and provided insightful suggestions for how to create a positive remote learning environment for students in the upcoming school year. With coronavirus causing the loss of life, jobs, and connections, the panelists expressed that it was difficult for them to focus their time on schoolwork. They often would spend the entire day attending Zoom classes and complete assignments that did not feel helpful nor engaging. No matter the circumstances, students want to learn! Teachers can begin the school year by asking students how they would like to approach learning the material. The students also felt most connected and understood by their teachers when their teachers reached out to them and checked-in with how they are doing during these difficult times. Building connections within the virtual classroom and providing flexibility will be key in the upcoming school year.
Youth Voices Session 2: Police Free Schools and Discipline
Session recording
The “Police Free Schools and Discipline” Panel, moderated by Jianan Shi of Raise Your Hand, was led by panelists: Dream Canon (Lindblom Math and Science Academy), Ana Lily McCullom (Kenwood Academy), Hayah Rasul (Chicago High School for the Arts), and Jennifer Nava (Thomas Kelly High School). In this powerhouse session, the students discussed the youth-led movement for Police Free Schools, the impact of school policing on youth (particularly Black and Brown youth), and alternative approaches like restorative and transformative justice. Dream, Ana, Hayah, and Jennifer are passionate, intelligent, and engaging well beyond their years, and lead a lot of the work on the ground for creating police free schools. During the panel, the students braved their vulnerabilities and shared their personal experiences with SROs, as well their insights on what they believe their communities should look like.
Youth Voices Session 3: Centering Student Voice and Leadership
Session recording
In a panel moderated by Sarah Schriber of Prevent School Violence Illinois, student leaders discussed their work organizing and amplifying youth voices in education, offered strategies schools can take to engage and listen to students, and identified current challenges facing students during the pandemic. Student participants included: Yasmin Guadarrama (Lane Tech College Prep High School), Essence Jade Gatheright (Lindblom Math and Science Academy) (Chi Student Pandemic Response), and Natalie Gomez (Instituto Health Sciences Career Academy).
Young people are not immune or naïve to the issues of today; many students have taken action into their own hands. Rising juniors and seniors on the panel used their summer to organize and advocate for change. Yasmin and Essence are members of the Chi Student Pandemic Response Group where they are actively pushing for change in CPS’s remote grading policy citing disparate impact on Black and Brown students. Natalie used her voice by advocating for change within her school community at Instituto Health Science Career Academy.
Even though, the pandemic has limited students’ ability to congregate with their peers to discuss strategy, the student leaders on the panel adapted to the times. They are using messaging platforms to communicate with one another. If the responsive action for their advocacy involved in-person contact such as protesting, the students are working with their peers to coordinate support in other ways such as amplifying content on social media.
The student panelists expressed that educators’ support and empathy can go a long way in advancing their advocacy. Natalie’s teacher overheard a conversation between students on school uniforms. The teacher encouraged the students to start a petition and gather feedback from other students. He even extended an offer to approach administration with the students to discuss the response of the petition. Empowering students to use their voice, creates strong leaders in and outside of the classroom.
Afternoon Session 1: Engaging in Courageous Conversations through a Shared Reading Protocol
Session slides | Session recording (note: recording includes presentation but not discussion portion)
Presenters Adenia Linker (Communities in Schools) and Tonya Howell (Communities in Schools) engaged participants in a shared reading protocol, reflecting on current challenges and practices around equity and inclusion.
Tonya and Adenia’s approach to tough conversations creates a common ground from which participants can draw on and relate back to. This model gradually builds from the inner self to reflecting within larger groups making the environment welcoming and inclusive. This approach is particularly important as we navigate the COVID-19 world because it allows space to consider multiple perspectives without making haste judgments or drawing incomplete conclusions. The article Tonya and Adenia used during the TSDC Convening struck a chord for participants who will soon embrace new challenges to learning and teaching in the remote or hybrid learning environments. Many shared creative ideas for addressing issues of inequity and trauma while also recognizing their own capacities. In the end, we are reminded of each other’s humanity, emotions, hesitations, and fears as we collectively face the unknown.
Afternoon Session 2: Racial Equity and Allyship in Schools
Session recording
Jessica Sullivan-Wilson of Educators for Excellence moderated a discussion that included student, educator, and school administrator voices: Tynisha Jointer, a social worker and behavioral health specialist in Chicago Public Schools (CPS), Dr. Tina Curry, an educator and equity consultant in CPS, Dedria Jackson, an educator and assistant principal in CPS, and Bryson King, a rising senior and president of the Black Student Union at Warren Township High School.
For the panelists, it is undeniable that the last year has amplified the need for racial equity and allyship in our schools. The pandemic coupled with the racial uprisings have affected the lives and well-being of our entire school community. Because of this, educators must show up differently on the first day of school. Our students have endured obstacles, pain, and confusion. The panelists recognized that students are not returning to the classroom this fall as the same students they were last year.
When asked how educators could show up for their students on the first day of the upcoming school year, the panelists outlined an action plan:
Acknowledge- Educators should acknowledge what has occurred in 2020. These should be explicit conversations about what’s happening in our communities.
Listen- Educators should actively listen to their students. As Dr. Curry stated, “Powerful teaching is rooted in powerful listening.” Bryson King, our student panelist, discussed how powerful and important it is for educators to specifically engage with their students in conversation about how the current environment is affecting them personally.
Understand- Tynisha Jointer urged educators to “show up with a spirit of understanding.” Educators should enter their physical buildings or virtual space this school year with a commitment to their students—"a commitment to show better and do better.”
Do the Work- Tangible action items are needed for students to feel this commitment. Ms. Jointer suggested educators can hold lunch and learns over their lunch breaks to discuss books on racial equity and news articles. In grade-level staff meetings, educators should raise questions about how their policies and practices are impacting our students and communities.
Center Student Voices- Educators should create place and space for students voices to be heard and validated. Educators must empower students to actually engage with their seat at the table.
Be Creative and Relentless in Leadership- District leadership should make the space for ongoing conversations. Create the infrastructure for educators and students of color to express their feelings, thoughts, and concerns.
Afternoon Session 3: Restorative Justice and the Return to School
Session recording
Moderated by Dr. Shaniqua Jones, who is the Restorative Justice Coordinator and Dean of Students at Chicago Collegiate Charter School, the Convening’s “Restorative Justice and the Return to School” panel featured four knowledgeable guests: Andrew Hong, a high school English teacher in Chicago Public Schools; Kristin Moore, Director of Embedded Programs for Umoja; Rosa Zamora, Director of Strategic Partnerships for Umoja; and Maggie Pagan, Dean at Marine Leadership Academy and a member of Educators for Excellence. Panelists discussed restorative justice (“RJ”) practices to help students, educators, and staff approach healing and build community during the return to school this fall. Addressing some panel attendees’ concerns about the efficacy of RJ as an alternative to more traditional, punitive methods of school discipline, panelists emphasized that RJ can and does work—but that success with RJ doesn’t happen overnight. Rather, educators/school administrators seeking to implement RJ in their schools—and hoping to gain buy-in from other educators and parents—should recognize that successfully implementing RJ requires gradual, incremental change in school culture. And while this gradual process can be frustrating and challenging at times, attendees should push forward in advocating for it at their schools, because RJ is worth it! It really can work and, most importantly, it centers equity. Ultimately, though the return to school raises many questions and uncertainties, panelists urged attendees to consider not just the many potential challenges that come with this return, but also the exciting opportunities to disrupt, dismantle, and replace traditional systems of punitive school discipline.