Activists hail new law on school discipline; districts say few changes needed

Activists hail new law on school discipline; districts say few changes needed

CHAMPAIGN — A new state law designed to keep kids in school and reduce racial disparity in student discipline numbers has two of Champaign-Urbana's most vocal activists saluting Gov. Bruce Rauner.

"You can be sure I'm happy about the governor signing this into law. What is happening right now with discipline in schools is not working," said Terry Townsend, who recently filed a federal complaint against Champaign's Unit 4 school district for the disproportionate number of black student expulsions and arrest referrals. "Any law or policy or regulation that encourages us to take a different look or approach to student discipline is very good."

Senate Bill 100, signed into law this week by Rauner, was championed by the group Voices of Youth in Chicago Education as "the most sweeping effort in the nation" to disrupt the school-to-prison pipeline that many minority students — specifically black ones — fall into when they're taken out of school as punishment for bad behavior.

Targeting harsh school discipline practices, the law requires schools to reevaluate discipline rules and only suspend, expel or place a student in alternative education as a last resort.

Come September 2016, the deadline for implementation, districts across Illinois will no longer be allowed to follow "zero-tolerance" policies, which automatically suspend or expel a student for certain behavioral offenses.

Students can only be suspended or expelled when all other "appropriate or available disciplinary interventions have been exhausted," the bill reads. The only exception: when a student's actions impose an immediate threat to student safety, such as bringing drugs or weapons to school.

Urbana City Council member and equity advocate Aaron Ammons calls the law a "step in the right direction."

"I can't see why schools even have zero tolerance policies for young people who are growing and learning and making mistakes," he said. "There should, of course, be serious consequences or considerations for any serious infractions that are not appropriate for school, but I don't think zero tolerance works for youth in school."

New training for teachers

Other highlights of the law:

— Out-of-school suspensions cannot last longer than three days unless all other alternative forms of addressing bad behavior have been exhausted.

— Schools must have policies and programs in place to help students who have been suspended or expelled integrate back into school.

— Teachers must be educated on the following: consequences of student exclusion from school and how it can lead to early involvement in the judicial system; cultural and age-appropriate ways to respond and discipline students; and diverse classroom management techniques.

— Suspended students must have the opportunity to make up the work they missed while out of school.

— Schools must provide parents with more information about why their student was punished.

— School counselors can no longer suggest that a student drop out of high school.

— Charter schools can no longer fine students as a form of discipline.

Calls for more change

Local suspension statistics have led to lively discussions at school board meetings, criticism from parents and calls to rethink how school resource officers go about their jobs.

The most recent discipline data from the Illinois State Board of Education — for the 2013-14 school year — shows the racial disparity exists as much in Champaign-Urbana as Chicagoland, where SB 100 originated:

— Of the students suspended in Champaign schools that year, 1,163 were black and 204 white.

— Of Urbana's suspensions, 555 involved black students and 187 involved whites.

As welcome as the new legislation is, Ammons and Townsend argue that policy changes aren't enough. Ammons suggested a change in the culture of the curriculum and the educational environment of schools is the best place to start.

"Teachers and administrators must have an appreciation and understanding for the different circumstances and socioeconomic conditions African American students take with them to school," he said. "We need to talk about the relevancy of curriculum. History and English classes tend to be very white culture-dominated. We need to do more than just talk about Martin Luther King during Black History Month.

"If the curriculum isn't relevant to a student, why would they pay attention in class? That's part of why we start seeing behavior issues. The environment our children walk into has as much to do with them rebelling as the policies being written or rewritten do."

Unit 4: Rules already exist

Implementing the new law locally will involve minor changes, school officials say.

Unit 4 has no "zero tolerance" polices and the district has worked over the past several years to implement programs like ACTIONS, which supports students on suspension at the Family Information Center, district Attorney Tom Lockman said. Since it began in 2013, 86 percent of students who enrolled decreased the number of suspensions they received that year.

The school board also implemented changes to its school resource officer program, requiring daily reports from officers and monthly meetings with building administrators.

"We already have the programs in place this law requires," Lockman said. "The main changes will be simple policy revisions to things like the three-day suspension rules or, we currently have offenses within our student code of conduct that can be disciplined differently based on the circumstance or history of the student that would potentially call for more than a three-day suspension. So those things will have to be looked at, which our discipline advisory committee will review this fall."

Similarly in Rantoul, high school Principal Todd Wilson said he doesn't anticipate the district having to make many changes because "our programs already fall pretty closely in line with what the bill requires." Rantoul has no "zero tolerance" rules and it addresses all student discipline on a case-by-case basis, he said.

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tarlos25 wrote on August 27, 2015 at 8:08 am

So now, we're saying that we should keep disruptive and problematic students in school, causing trouble and preventing everyone else from learning?  Why are we trying to hold everyone down to the level of the worst?  Get the problem kids out of the system, or put them somewhere else in the system, so the best kids can reach their full potential.  A society of averages will not advance very well.

champaign61821 wrote on August 27, 2015 at 9:08 am

I never understood why the punishment for a student misbehaving in school was to give them an out-of-school suspension and sending them home for 1-3 days. Which, by the way, is exactly where that child wanted to be...at home, often unsupervised while parents worked.

This law will keep students in the building, at least. There are some very smart educators out there that will figure out the best ways to "punish" students without kicking them out of school. The frequency and the ease that I saw teachers and administrators give out out-of-school suspensions just smelled of laziness.

NewOne wrote on August 27, 2015 at 5:08 pm

The district staff members, especially classroom staff, will get the blame when there is an incident, such as the fight at the end of the last school year at Central, between two students in the woodshop.  The district is understaffed and those "very smart educators" have their days filled already.  Keeping a disruptive student in a classroom of students wanting to learn, does a disservice to both groups.  Most buildings have specific rooms, usually near the assistant principal, or principal's offices, specifically for disruptive students. The students that get suspended out of school are repeatedly sent to that room multiple times.  They eventually become more than disruptive and are suspended for one to three days the first time.  The second time a week.  The third time they are referred to other programs in the district.  If the student continues the behavior, eventually they will be suspended for the remainder of the school year.  It's not laziness, it's concern for the students, the majority, who want to be in the classroom to learn the subject!

Skepticity wrote on August 27, 2015 at 10:08 am

This law is like banning chemo therapy because it has negative side effects, while ignoring the reason it was being administered in the first place.  

If you place the focus on maintaining students in schools despite their acting out and disrupting classrooms and you remove the ability of teachers and administrators to isolate the problem students in order to be able to educate those who are willing and able to follow rules.  You will just be maintaining a disrupted educational environment that does not foster learning among ANY students. 

Rather than assess the outcomes of discipline by racial demographics in order to enhance racial politics, perhaps someone should assess the behavior problems based on socioeconomic status and family status of the students.  The culture of poverty (which is not race based, but admittedly is more prevalent in low income minority households) offers frequently chaotic households, above average numbers of abusive and/or neglectful parents and/or paramours, higher numbers of alcohol/substance abusers, and marginal incomes, the source of which is often unrelated to work on the part of parent figures. These factors increase the likelihood of school behavior problems on the part of the children growing up in such household environments.  

Children raised in such environments often perceive no connection between their own good behavior and receiving rewards.  Children growing up with the values of the culture of poverty are often not socialized to cooperate with authority figures or follow rules. They often function on a "get it while you can and don't worry about consequences" mentality, because their life experiences show little consistency.  This is frequently the behavior modeled by their parents.  The children are used to chaos and will seek the stimulation of conflict.  They have been raised with punishments and rewards appearing random and disconnected from their behavior.    They often arrive in schools unprepared for the classroom setting and find it difficult to conform to behavioral expectations. The old practice of removing them from the classroom didn't help those troubled children much, but it did allow the other students to attend a classroom in which they could learn. 


So, now that student disciplinary procedures have been reformed by well intended misguided legislation, and teachers and administrators cannot remove students to maintain a suitable educational environment in the classroom for other students, how about if the legislature passes a magical law that cures the societal ills, lack of family structure, and social attitudes that cause the problem in the first place? While they are at it, they can magically reform student behavior so that all students can go to school and learn with no behavior problems!

 

Under this new law that hamstrings those who educate our children, the majority of students (of ALL races) attending classes will be immersed in chaotic classrooms and be placed at risk in that toxic educational environment.  As the consequences of this legislation become apparent, this will be good for private school attendance and the home school movement, as parents remove their children from an increasingly risky public school environment.

mstook423 wrote on August 27, 2015 at 12:08 pm

Well said, I completely agree!  

Socio-economics probably have a closer correlation than race on the students that are suspended.  Minority students that are from a higher socio-economic level probably don't make the suspension list as oftne as the socio-economically challenged.  It shouldn't be a race issue.  I'm sure you could also make the argument that males are suspended more than females.  Should't they be equal or proportionate too.

 

prp wrote on August 27, 2015 at 2:08 pm

The NIH published a paper using very broad discipline statistics that states that even accounting for racial differences in SES, there is still disparity based on race in disciplline statistics.

 

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2678799/

 

 

Skepticity wrote on August 27, 2015 at 4:08 pm

Please note that I cited the "culture of poverty" not just poverty/low income by itself.  It is possible to be poor and well behaved due to good parenting despite low income.  So I did not attribute the problems to low income alone. The composition and functioning of the family and modeling of behavior by parent figures are significant factors. 

How about considering the possibility of destructive cultural artifacts, such as music that encourages disregard of authority, and verbal abuse, disrespect, and even violence toward authority figures?  If you grow up listening to lyrics that convey these attitudes, perhaps they have an effect on school behavior? 

I stand by the point that chaotic households contribute significantly to child and youth school behavior problems. 

I stand by the point that all students will suffer academically if disruptive students are not stopped.

fflkommish wrote on August 27, 2015 at 3:08 pm

This should not be a state-level decision.  Who knows better how to handle things than the local schools?  And if people don't like it, it is easier to make changes locally than in Springfield.

 

NewOne wrote on August 27, 2015 at 5:08 pm

Agree!  In light of the political chaos in Springfield over budgetary issues, etc.  Once again the governor and legislature have created a mandate that shows their lack of leadership and limited intelligence in regard to education in general.  Let's ask the legislators and the governor to take over a classroom each for a week, without any help from their staff members.

Marty wrote on August 27, 2015 at 8:08 pm

Do I understand this correctly?

Champaign schools are already doing most of this and yet the disparity mirrors Chicago. People here think this law is going to change things?   Really?

Let me offer the prediction that things will either not change or possibly get worse. 

oasomera wrote on August 29, 2015 at 12:08 pm
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Great play, Rauner! This will hasten the privatisation of schools as no one in his right mind would stay in public teaching if it means sacrificing the education of the majority, because the minority can't handle the requirements of attending a class.

If it were up to me I'd throw kids out, anyone's kid, until they were ready to do the work. Granted, the curriculum needs a lot of updating, but that's quite secondary to the immediate problem, dispruptive, uncooperative kids who are not going to get the parenting they need on the fly.