1. Robbinsdale Area Schools ISAIAH Moratorium on Suspension Faith Dialogs with Robbinsdale and Osseo 1

2. Unified District Vision Robbinsdale Area Schools is committed to ensuring every student graduates career and college ready. We believe each student has limitless possibilities and we strive to ignite the potential in every student. We expect high intellectual performance from all our students. We are committed to ensuring an equitable and respectful educational experience for every student, family and staff member, focusing on strengths related to: RaceGender CultureSexual Orientation EthnicityAge Home or First LanguageAbility National OriginReligion Socioeconomic StatusPhysical Appearance 2

3. Goals of the Unified District Vision 1.Implement Policies and Practices that Open Pathways to Academic Excellence for All Students 2.Utilize Culturally Relevant Teaching and Personalized Learning for All Students 3.Engage Family and Community Members as Partners 4.Engage and Empower Students by Amplifying Student Voice 3

4. Purpose Our purpose is to collaboratively work together to find positive alternatives to suspension to eliminate the disproportionality of suspensions in Robbinsdale Area Schools. Our goal is to continue to reduce the disproportionality of suspensions and improve academic achievement. 4

5. Statement Robbinsdale Area Schools is committed to doing what is best for all students. We are committed to decreasing the number of suspensions and eliminating racial disparities. We believe wide use of suspensions is counterproductive to student learning and is a factor that supports the school to prison pipeline. 5

6. Definitions Dismissal An action taken by school administration requiring a student to leave school for up to one full school day. Suspension In-School Suspension : An action taken by school administration to prohibit a student from attending classes for a period of time while remaining under the supervision of school staff during the school day. Out of School Suspension : An action taken by school administration to prohibit a student from attending school for a period of no more than 10 school days. An additional five days may be added if exclusion or expulsion is being considered, or if the student’s presence will create an immediate and substantial danger. Exclusion An action taken by a school board to prevent enrollment or re- enrollment of a student for a period which shall not extend beyond one school year. Expulsion A legal action taken by the school board to prevent an enrolled student from further attendance up to 12 months from the date the student is expelled. TASC program is an alternative to expulsion. 2013-14 Student Behavior Handbook, pgs. 29-31 6

7. Baseline Data Total Suspensions White African American Latino Asian/ Pacific Islander American Indian Multi- racial 2012-13 1,9993641,2441583126176 2011-12 2,7605071,7812472636163 2010-11 2,3974711,541236243293 There have not been any expulsions/exclusions for many years. After the 2010-2011 school year, we overhauled the student handbook by reducing the severity of consequences to reduce suspensions. 7

8. Graduation Rates, State/District Comparison 8

9. Graduation Rates 9

10. Transformative Changes Based on Data New student handbook aligned with PBIS Alternatives to Suspension Committee District Equity Leadership Team MSU Mankato Principals Institute National Urban Alliance (NUA) Beyond Diversity training for all staff New principal evaluation New teacher evaluation Equity Specialists/Equity Teams Data driven progress monitoring Positive Behavior Intervention and Supports (PBIS) Civil Rights Research Tour and guest speakers Student Equity Teams 10

11. Courageous Conversations 6 Conditions Focus on PERSONAL local and immediate ISOLATE race Normalize SOCIAL CONSTRUCTION & multiple perspectives Monitor agreements, conditions and ESTABLISH PARAMETERS Use a “WORKING DEFINITION” for race Examine the presence and role of “WHITENESS” 11

12. Secondary Principals’ 5 Agreements We guarantee an equitable education by radically changing an institutionally racist school system. We have the responsibility to guarantee all students, families and staff are valued and belong. We have the responsibility to guarantee a learning environment where all students and staff are held to high expectations and achieve at high levels. We must persevere with a clear vision and purpose to be a racially conscious courageous agent of change. We play a critical role in educating all students, thus every moment and interaction with a child impacts learning. 12

13. Support Needed from ISAIAH Engaging ISAIAH, family and community members as partners Successful alternatives to suspension programs Access to mental health resources Forums to better engage communities Navigating community racial equity dialogues Funding to support the alternative to suspension program – Parent outreach – Additional staff to better support students – Professional learning for certified and non-certified staff – Student “soft skills”/social-emotional development 13

14. Questions? 14