Dr. Reid replacing school discipline with “restorative justice” ?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is just an extension of ongoing DEI virtue signaling with approaches that are not backed by evidence. It's also disturbing that it's just asserted that there are disparities in discipline. I would be willing to bet that the data do not support this. If anything students from certain groups are probably more likely to get handled with kid gloves than given consequences that might actually improve their behavior and/or the school environment. It's f'd up that families are expected to just stand by and tolerate an increasingly unsafe environment for their kids in the name of social justice.

You're really trying to rebut their "no evidence" with your own "no evidence"?

You aren't willing to bet unless you actually bet.

DP. FCPS publishes discipline statistics for schools and demographics - and they've changed. Suspensions for white children have increased and suspensions for Black children have significantly dropped. Has the behavior of the all children changed dramatically? That is unreported.

What about Asian?

Asians don't matter.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is just an extension of ongoing DEI virtue signaling with approaches that are not backed by evidence. It's also disturbing that it's just asserted that there are disparities in discipline. I would be willing to bet that the data do not support this. If anything students from certain groups are probably more likely to get handled with kid gloves than given consequences that might actually improve their behavior and/or the school environment. It's f'd up that families are expected to just stand by and tolerate an increasingly unsafe environment for their kids in the name of social justice.

You're really trying to rebut their "no evidence" with your own "no evidence"?

You aren't willing to bet unless you actually bet.

Uh, ok...? I actually do research in a related area and I can tell you that the data are correlational at best. There's no good evidence that students are targeted because of their race. It's impossible to get that data because they are confounded. I'm sorry if you do not know what that means. You can go back to your daytime talk show now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is just an extension of ongoing DEI virtue signaling with approaches that are not backed by evidence. It's also disturbing that it's just asserted that there are disparities in discipline. I would be willing to bet that the data do not support this. If anything students from certain groups are probably more likely to get handled with kid gloves than given consequences that might actually improve their behavior and/or the school environment. It's f'd up that families are expected to just stand by and tolerate an increasingly unsafe environment for their kids in the name of social justice.

You're really trying to rebut their "no evidence" with your own "no evidence"?

You aren't willing to bet unless you actually bet.

DP. FCPS publishes discipline statistics for schools and demographics - and they've changed. Suspensions for white children have increased and suspensions for Black children have significantly dropped. Has the behavior of the all children changed dramatically? That is unreported.

What about Asian?

They don't get suspended. That hasn't changed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My guess is this is OP’s attempt to create a phantom menace ahead of the election. The lies about CRT worked for Youngkin a few years back but the histrionics about crime and trans kids in schools isn’t really getting any traction in this cycle so they thought they’d take a new take on fear-based messaging.

I want to thank OP for bringing this to my attention. You can not deny the CRT indoctrination in FCPS schools. FCPS teachers are turning public schools into SJW bootcamp.

https://cdn01.dailycaller.com/wp-content/uploads/2023/09/English-7-HN-Syllabus_Cooper.pdf

Of course I can deny it. It’s complete horseshit. And don’t read the Daily Caller — it’s anti-American, right wing propaganda that will rot your brain.

Is the file in the link fake?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are some actual examples of "restorative justice"?

Is it just race based discipline?

No, it is not race based, but of course FCPS brings race into everything even when it is not there.

An example of restorative justice would be if your son has been bullied all quarter by a kid, with the admin well aware of the bullying, so instead of the bully getting escalating punishments culminating ina suspension or explusion, the counselor would gather the bully with the vistim, and have them talk about how the bullying makes the victim feel, followed by the victim publicly forgiving and affirming the bully.

It is a bully/perpetrator centered model, which outs the responsibility on the victim to make things right and gives all the power to the person doing wrong.

This is a bad take. The onus is on the victim for articulating how the bully's actions made them feel, yes, and then they get to say what would make them feel like justice was restored (hence the name) - is it that the bully no longer has physical access to them (is moved classes or removed from the bus)? Is it that the bully acknowledges their feelings and apologizes? The perpetrator then has to 'do the work' to make things right. It's about linking consequences to actions...because really, does in-school suspension actually make a bully less likely to bully?

Now, that said, done well, this is an inordinately time-consuming process for both teachers/administrators and students. I don't personally believe it's a good use of time. But fundamentally, I can see where it would be viewed as a more appropriate and effective way to address inter-student issues. Backing out even further, I'm shocked by how much of my 2nd grader's classroom time is spent on social-emotional learning. They only do science OR social studies - alternating units - but have near-daily lessons on emotional regulation, fairness, etc. This is especially wtf-worthy when you look at the number of ESOL kids in my child's school - are they really grasping (and benefitting from) lessons on "staying in the green zone"?! I know the pandemic exposed and exacerbated massive gaps in early childhood access to learning and classroom settings but the course-correction feels excessive. Teachers are being forced to spend instructional time on this stuff instead of being able to identify those children who need additional supports - probably because the special needs staff simply doesn't exist in the numbers and expertise necessary.

Anyway, long winded comment to say that I understand and sympathize with the overall concern that FCPS is WAY too heavy on non-academic initiatives and the burden is disproportionately hitting teachers...but I don't think that makes restorative justice necessarily the wrong approach.

How much do you propose paying my 8 year old child to take time out of their day to play amateur therapist to a troubled peer, at personal physical and social risk to themself? Why is parentifying our children our solution to adults not being able to raise other kids effectively?

I don't disagree that this is a time and resource suck. I've said that repeatedly. And I'm not at all confident FCPS can implement this in a way that's at all effective. But I also disagree with the hyperbolics ('amateur therapist') about the process. It's good for your kid to be able to articulate how they were harmed, and that activity has nothing to do with psychoanalyzing the perpetrator.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is just an extension of ongoing DEI virtue signaling with approaches that are not backed by evidence. It's also disturbing that it's just asserted that there are disparities in discipline. I would be willing to bet that the data do not support this. If anything students from certain groups are probably more likely to get handled with kid gloves than given consequences that might actually improve their behavior and/or the school environment. It's f'd up that families are expected to just stand by and tolerate an increasingly unsafe environment for their kids in the name of social justice.

You're really trying to rebut their "no evidence" with your own "no evidence"?

You aren't willing to bet unless you actually bet.

DP. FCPS publishes discipline statistics for schools and demographics - and they've changed. Suspensions for white children have increased and suspensions for Black children have significantly dropped. Has the behavior of the all children changed dramatically? That is unreported.

What about Asian?

Inconvenient minority, right?

Asians don't matter.

[Anonymous]

Anonymous wrote:And just to be clear, they are trying to correct this phenomenon:

https://ballardbrief.byu.edu/issue-briefs/racial-inequality-in-public-school-discipline-for-black-students-in-the-united-states

Those studies don’t seem to: 1) control for SES level which makes it worthless re: whether this is a race issue vs a poverty / cultural issue; and 2) indicate that kids are all the same. It is entirely possible that some kids are behaving worse than others. If they are they need more discipline

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is just an extension of ongoing DEI virtue signaling with approaches that are not backed by evidence. It's also disturbing that it's just asserted that there are disparities in discipline. I would be willing to bet that the data do not support this. If anything students from certain groups are probably more likely to get handled with kid gloves than given consequences that might actually improve their behavior and/or the school environment. It's f'd up that families are expected to just stand by and tolerate an increasingly unsafe environment for their kids in the name of social justice.

You're really trying to rebut their "no evidence" with your own "no evidence"?

You aren't willing to bet unless you actually bet.

DP. FCPS publishes discipline statistics for schools and demographics - and they've changed. Suspensions for white children have increased and suspensions for Black children have significantly dropped. Has the behavior of the all children changed dramatically? That is unreported.

+1. I'm the PP who "betted" that there are no disparities in discipline. The claim that there are disparities rests on the notion that students of certain racial backgrounds (black, hispanic) are disproportionately targeted and punished for behavior, because of their race. This is asserted as fact because of correlational data, disregarding the possibility that, actually, kids in these groups actually are acting up more. The ideology does not allow for this to be spoken or acknowledged. I see this in research as well, which has a strong left-wing bias. The only way you'd know if students were disproportionately targeted is if you assessed if students with the exact same history and same behaviors were given different punishments. This study has not been done.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is just an extension of ongoing DEI virtue signaling with approaches that are not backed by evidence. It's also disturbing that it's just asserted that there are disparities in discipline. I would be willing to bet that the data do not support this. If anything students from certain groups are probably more likely to get handled with kid gloves than given consequences that might actually improve their behavior and/or the school environment. It's f'd up that families are expected to just stand by and tolerate an increasingly unsafe environment for their kids in the name of social justice.

You're really trying to rebut their "no evidence" with your own "no evidence"?

You aren't willing to bet unless you actually bet.

DP. FCPS publishes discipline statistics for schools and demographics - and they've changed. Suspensions for white children have increased and suspensions for Black children have significantly dropped. Has the behavior of the all children changed dramatically? That is unreported.

What about Asian?

Asians don't matter.

Did you mean to write: “Asian Lives Don’t Matter” ??!?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Dr. Reid is exactly what the all-D School Board wanted in a superintendent. They hired her because they saw themselves in her.

Don’t attack Reid for being who she is and doing what she was hired to do - promote an equity agenda where the interests of “students impacted by discipline disparities” come first and the interests of students who work hard and abide by the rules come last.

If you don’t like it, vote for other candidates in the upcoming SB elections, such as Paul Bartkowski, Saundra Davis, and Cassandra AuCoin. Vote in another all-D slate of SB candidates and rest assured it will be four more years of the same initiatives.

+1 I will be voting in R candidates for sure this year.

Same and I’m a hard core democrat. But the equity crap needs to go.

[Anonymous]

Restorative Justice: The almost perfect idea that doesn't work at all and causes more harm than good.

[Anonymous]

I think it's a good idea because it works.

https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/jstc-rcdvs/index-en.aspx
The offenders who participated in the restorative justice program had lower recidivism rates than the matched group of probationers. With each year during the follow-up the differences in recidivism rates for the two groups widened. At the first year, the restorative justice offenders had a recidivism rate of 15% compared to 38% for the probation group. At the second year the respective rates were 28% and 54% and by the third year the rates were 35% and 66%.

https://thedcline.org/2018/07/27/restorative-justice-program-for-juveniles-aims-to-foster-empathy-heal-trauma/
In the 60 juvenile cases that have gone through this program since its inception in 2016, 48 have had successful outcomes, according to Gajwani. Success is measured by the rate of rearrests. Nationally, the rate of recidivism for youth who opt for restorative justice as opposed to a traditional court proceeding is at 40 percent.

[Anonymous]

Anonymous wrote:I think it's a good idea because it works.

https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/jstc-rcdvs/index-en.aspx
The offenders who participated in the restorative justice program had lower recidivism rates than the matched group of probationers. With each year during the follow-up the differences in recidivism rates for the two groups widened. At the first year, the restorative justice offenders had a recidivism rate of 15% compared to 38% for the probation group. At the second year the respective rates were 28% and 54% and by the third year the rates were 35% and 66%.

https://thedcline.org/2018/07/27/restorative-justice-program-for-juveniles-aims-to-foster-empathy-heal-trauma/
In the 60 juvenile cases that have gone through this program since its inception in 2016, 48 have had successful outcomes, according to Gajwani. Success is measured by the rate of rearrests. Nationally, the rate of recidivism for youth who opt for restorative justice as opposed to a traditional court proceeding is at 40 percent.

You're citing juvenile court cases. Taking restorative justice from that concept to schools is like using a blowtorch for weeding. Wrong tool, wrong setting.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think it's a good idea because it works.

https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/jstc-rcdvs/index-en.aspx
The offenders who participated in the restorative justice program had lower recidivism rates than the matched group of probationers. With each year during the follow-up the differences in recidivism rates for the two groups widened. At the first year, the restorative justice offenders had a recidivism rate of 15% compared to 38% for the probation group. At the second year the respective rates were 28% and 54% and by the third year the rates were 35% and 66%.

https://thedcline.org/2018/07/27/restorative-justice-program-for-juveniles-aims-to-foster-empathy-heal-trauma/
In the 60 juvenile cases that have gone through this program since its inception in 2016, 48 have had successful outcomes, according to Gajwani. Success is measured by the rate of rearrests. Nationally, the rate of recidivism for youth who opt for restorative justice as opposed to a traditional court proceeding is at 40 percent.

You're citing juvenile court cases. Taking restorative justice from that concept to schools is like using a blowtorch for weeding. Wrong tool, wrong setting.

https://www.washingtonpost.com/education/2023/07/15/restorative-justice-montgomery-county-schools/
"A recent report by Sean Darling-Hammond, assistant professor of health and education at UCLA, indicates that restorative practices improve middle school students’ academic achievement, while reducing suspension rates and disparities, misbehavior, substance abuse and student mental health challenges."

https://files.eric.ed.gov/fulltext/ED596786.pdf
"The earlier discussion about RJ theory suggests that a well-implemented program could
reduce punitive disciplinary actions and problem behavior over time (Tyler, 2006). All the
empirical studies we reviewed report a decrease in exclusionary discipline and harmful
behavior (e.g., violence) after implementing some type of RJ program. "

"But, across the studies, school attendance tended to improve after
RJ implementation. Baker (2009), for example, reports that students who participated in
an RJ program12 experienced a 50-percent reduction in absenteeism during the first year of
implementation and a decrease in tardiness of about 64 percent. "

"70 percent of staff reported
that RJ improved overall school climate during the first year of implementation."

[Anonymous]

Sure, reducing suspensions will reduce suspensions. And since suspensions are related to subsequent absenteeism, reducing suspensions will reduce subsequent absenteeism.

But improving behavior and school atmosphere? Please. Keeping bullies and delinquents in school does not improve school atmosphere. For anyone beyond the bullies and delinquents.