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Train the Trainers DSC Model Code


Title: Slide 1 Author: Chloe Dugger Last modified by: Liz Created Date: 2/3/2012 6:05:36 PM Document presentation format: On-screen Show (4:3) Company – PowerPoint PPT presentation

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Title: Train the Trainers DSC Model Code

Train the TrainersDSC Model Code
  • Goals of this webinar
  • Familiarize yourself with the DSC Model Code and
    the Code of Conduct Comparison Tool
  • Be able to run this activity in a local meeting
    or workshop to help move forward local organizing
    goals in New Orleans

Things to have open on your computer or printed
out in front of you
  • This Powerpoint
  • The DSC Comparison Tool available in Word or
  • The Recovery School District Code of Conduct
    available in Word or PDF
  • All Documents can be downloaded at
  • http//

  • Welcome and Introductions 15 min
  • Sample Agenda for Local Training 45 min
  • Intro to DSC
  • Local Data from New Orleans
  • Overview of Model Code
  • Exercises
  • Exercises 50 min
  • Code of Conduct Comparison Tool
  • Elevator Pitch Exercise
  • Wrap-Up 10 min
  • Questions about the Comparison Tool
  • Questions about Facilitating Local Trainings

Go Around QuestionShare your Name,
Organization and Answer to this questionHave
you ever worked on an effort to change your local
code of conduct?
Sample Agenda Model Code Workshop
  • Welcome, Introductions and What is DSC?
  • Go around question and intro to DSC
  • Quick Overview of Discipline in New Orleans
  • Suspension/Expulsion Data and Student Code of
  • Overview of DSC Model Code
  • What is the Model Code?
  • What does it say about discipline?
  • Exercise to Compare DSC Model Code to Your Local
  • As a large group or in small groups, go through
    the Model Code Comparison Tool (in small groups,
    you could give each group one page)
  • Report back to share one or two things you
  • Use the Strategy Chart to identify priorities for
    your campaign

SAMPLE TRAININGWorkshop on Comparing
your Code of Conduct to the DSC Model Code
Dignity in Schools Campaign (DSC)
  • Challenges the systemic problem of pushout and
    advocates for the human right of every young
    person to education and dignity
  • More than 75 organizations from 22 states
  • Youth and parentbase-building
  • Legal and advocacy
  • Teachers and educators
  • Researchers

Introduction to Local Organizations
Data on New Orleans
  • Out-of-School Suspension (OSS) Rates in 2011-2012
    School Year
  • OSS rate in Louisiana statewide was 9.2
  • Average OSS rate in RSD charter schools was 15.8
  • Average OSS rate in RSD direct-run schools was
  • 1/3 of New Orleans public schools have a
    suspension rate over 20

Schools with Highest Suspension Rates 2012-2013 Suspended
GW Carver Collegiate Academy 68.50
GW Carver Preparatory Academy 61.36
Sci Academy 58.39
Cohen College Prep 46.39
Joseph S. Clark Preparatory HS  46.36
GW Carver HS 45.45
KIPP Renaissance HS 36.99
Overview RSD Code of Conduct
  • Code of Conduct lists Corrective Strategies
    that can be used instead of suspensions, ranging
    from creating behavior plans, contacting parents
    to in-school suspension
  • Three Levels of Infractions
  • Level 1 - Non-suspendable (dress code, profanity,
  • Level 2 May receive suspension, corrective
    strategies encouraged (willful disobedience,
    fighting, etc.)
  • Level 3 May be expelled (weapons, assault,
  • Students suspended 3 or more consecutive days
    will be provided schoolwork during their

Organizing in New Orleans Our Goals
  • Objectives of Criminal Justice and Education
    Equity Caucus Work Group
  • Empower and educate parents, students and the
    community about current suspension and expulsion
    policies and their impact.
  • Identify current legislation and discipline codes
    that play a factor in school push out, removal
    and serve as a gateway to the School to Prison
  • Provide training on model student codes,
    including Dignity in Schools Model Code on
    Education and Dignity.
  • Encourage outreach and engage parents, youth, and
    advocates in the development and proposal of
    alternatives to the current suspension and
    expulsion policies that reflect human rights and
    dignity in education, and provide effective
    alternatives for school administrators.
  • Identify 2-3 pilot schools in New Orleans to use
    the Model Code to revise their Codes of Conduct
    and improve implementation.

Any Questions So Far?Anything else you would
want to share about whats going on in New
What is the DSC Model Code?
  • Model policies for schools, districts and
    legislators to address school pushout and create
    safe and positive climates for learning
  • Based on research, best practices and on the
    ground experiences of students, parents and
  • Rooted in fundamental human rights principle that
    the goal of education is to develop each young
    person to their full potential

How was the Model Code developed?
  • Drafted and reviewed by members of the Model
    CodeWorking Group
  • Reviewed at two American Bar Association
  • Reviewed and edited at community engagement
    sessions with students, parents and teachers in
    8 different states (CA, FL, GA, IL, LA, MS, NY,

Overview of the DSC Model Code
Using the Model Code
  • Identify which sections of the Code are most
    relevant to your community or school
  • Compare the Model Code to the existing law or
  • Use recommended language from the Code to help
    shape policy changes
  • Use guidelines in the Model Code to assist with

Any Questions About the Model Code and How it was
Todays Focus Chapter 3.1 Positive School
  • Human Rights Goal School discipline policies
    shall be aimed at creating a positive school
    climate, supporting the social and emotional
    development of students and teaching non-violence
    and respect for everyone in the school community.
  • Recommended LanguageStates, districts and
    schools shall adopt evidence-based, school-wide,
    preventive and positive discipline policies that
    are developed with participation of students,
    parents or guardians, educators and other

Positive Approach to Discipline
Limits on Exclusionary Discipline
Ch 3.1.c Guidelines for Exclusion (pg. 34)
District School Climate and Behavior Committee
  • Representation of all school stakeholders with
    training in positive approaches to discipline,
    like SWPBIS and restorative practices, to
  • Develop guidelines for implementing positive
    school-wide approaches to discipline, including
    SWPBIS and Restorative Practices.
  • Ensure schools and communities receive training
    and technical assistance in implementing positive
  • Create mechanisms to collect and evaluate data
    and intervene where there are high rates of
    exclusion and/or disparities.

School Climate and Behavior Leadership Team
  • Representation of all school stakeholders with
    training in positive approaches to discipline,
    like SWPBIS and restorative practices, to
  • Create plans, share information and secure
    school-wide support for implementing SWPBIS and
    restorative practices.
  • Develop school-wide norms or behavioral
  • Develop trainings, lesson plans and strategies
    for preventing and responding to misbehavior.
  • Develop strategies for preventing and eliminating
  • Track and evaluate discipline data and monitor
    and evaluate implementation of positive

Parent Participation in Decision-Making
  • Schools shall ensure that parents or guardians
    have a right to monitor and evaluate
    implementation of school policies and practices,
  • Regular, parent or guardian-led school forums at
    which school staff must listen and respond to
    parent and guardian assessments
  • Open and clear communication to parents or
    guardians about their right to visit schools and
  • Parent or guardian-led assessments of schools to
    identify areas that need more accountability and
  • Policies that protect parents and guardians
    right to monitor schools implementation of
    programs without retaliation.

Parent Participation in Childs Education
  • Schools shall ensure parents or guardians have a
    right to participate in decisions affecting their
    individual childs education including, but not
    limited to
  • Adherence by teachers, administrators and other
    school staff to an early warning system that
    identifies academic or behavioral challenges as
    soon as possible and works with parents or
    guardians to identify solutions
  • Participation in restorative discipline solutions
    (see Section 3.1.b of this Code) and
  • Protection of due process rights, including as
    related to school discipline (see Section 3.1.d
    of this Code)

Any Questions on Overview of Model Code?What
are other things we could do to monitor
Model Code Comparison Tool
  • Now participants can work through the Model Code
    Comparison Tool as a large group or in small

Model Code Strategy Chart
  • Now participants can identify top priorities to
    work on to make changes to their local code of

Recent training in Jersey City
Example of Strategy Chart Answers
Other Resources for Local Trainings
  • Community Toolkit
  • Template Evaluation Form
  • What else?

Elevator Pitch Exercise from Toolkit
  • Instructions Break up participants into teams of
    3-5 people. Each team should discuss the Scenario
    below and develop their elevator pitch. Then each
    team will pick one person to play the
    Superintendent and one person to give the pitch.
    Each team will act out their elevator pitch in
    front of the large group.
  • Scenario Imagine you are riding in an elevator
    when suddenly the superintendent of your school
    district (or principal of your school) enters.
    You see her press the button for the eleventh
    floor, meaning you have just about two minutes to
    convince her to implement the Model Code. What
    will you say to get your point across to her in
    such a short period of time?
  • Note Make sure to make a request of the
    decision maker that will allow you to follow up
    with them, such as a commitment to read the code
    or share it with other policy makers.

Next Steps
  • Read the Model Code and share with
  • What are other next steps we could ask for in the
    New Orleans trainings?

QA Questions about exercises? local trainings?
Thank you!
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