What Works. The Work Program: Core Issues 2 Reducing Suspensions - PowerPoint PPT Presentation

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What Works. The Work Program: Core Issues 2 Reducing Suspensions

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Reducing Suspensions The suspension of students is a very important issue for Aboriginal communities. (NSW Review of Aboriginal Education, 2004: 126) Concerns ... – PowerPoint PPT presentation

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Title: What Works. The Work Program: Core Issues 2 Reducing Suspensions


1
What Works. The Work Program Core Issues
2Reducing Suspensions
2
  • The suspension of students is a very important
    issue for Aboriginal communities.
  • (NSW Review of Aboriginal Education, 2004 126)

3
Number of suspensions annually per 1000
students Years 7 to 10
Short Suspensions Long Suspensions
Aboriginal Female 251 37
Aboriginal Male 629 168
Non-Aboriginal female 62 11
Non-Aboriginal male 188 43
(Source NSW Review of Aboriginal Education,
2004 126)
4
Concerns
  1. Students see suspensions as a reward, not a
    consequence.
  2. Perception by some communities that schools saw
    suspensions as the easy way out.
  3. Suspended students at greater risk of possible
    conflict with police and the legal system.
  4. Confusion over compulsory attendance and use of
    suspension. Those suspended are usually the ones
    who need to be at school the most.
  5. Reinforced feelings of disconnectedness not
    wanted.

5
Suspension The Case FOR
  • Group Discussion

6
Suspension The Case AGAINST
  • Group Discussion

7
  • A students chances of being suspended from
    school are most affected by teachers beliefs and
    perceptions, by the schools administrative
    structure in handling student discipline, and by
    the presence of institutional biases (racial,
    socio-economic and academic).

8
Characteristics of Schools that create a safe and
productive school environment
  • A strong flexible leadership team
  • Strong effective relationships
  • High expectations of achievement in academic and
    social outcomes

9
  • Alternatives to suspension play their part in
    contributing to the creation of a a safe and
    productive school environment.

10
Note
  • There are times when suspension is a mandatory
    response to particular behaviours.
  • The possibility of a negotiated early return from
    suspension should be explored as it builds
    relationships between the student, the school,
    the teacher and the parents/carers.

11
  • Key Element
  • Cooperation between
  • the designers (the classroom teacher, the monitor
    of the alternative program),
  • the student (the implementer) and
  • the parents/carers (the supporters).

12
Alternatives to Suspension
  • Alternatives to Suspension must
  • Be designed to fit local circumstances
  • Have the support of staff, students and
    parent/carers, and
  • Be given adequate opportunity to succeed.

13
Alternatives to Suspension
  • Problem solving/contracting
  • Restitution
  • Removal of privileges
  • Reflection decision-making opportunities
  • Parent involvement/supervision
  • Community service
  • Behaviour monitoring by student and support by
    classroom teachers
  • Coordinated behaviour plans.

14
What has worked in your School?
  • Group Discussion

15
Checklist
  • Does your school have
  • Clear, written behavioural expectations?
  • Strategies to teach students behavioural
    expectations?
  • Strategies to involve engage all students in
    their education?
  • Communication lines to all members of the school
    community?
  • Community consultative processes?
  • High expectations for student academic and social
    achievement?

16
www.daretolead.edu.au
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