1. The 411 on On-Demand ARGUMENT Writing Jean Wolph Louisville Writing Project for the i3 National Writing Project College Ready Writers Program, funded by the U.S. Department of Education

2. Goal: Preview the materials and walk through a process for completing the task. Discipline and Learning College-Ready Writers Program Writing Task Day 1 Reading Packet B

3. Where to start? The task (prompt or assignment).... PROMPT FOR WRITING B. Discipline and Learning School discipline is in the news because students who break simple rules are sometimes punished in the same ways as students who commit crimes at school. What discipline policy would you recommend to your School Board to make sure that all students have a chance to learn? Why? Write an argument. Use ideas and evidence from the reading packet to support your argument. Use what you have learned about citing and quoting sources in your writing. The audience for your argument is the President of your School Board.

4. And the DIRECTIONS. DIRECTIONS  This packet is part of a two-day writing task.  Today you will analyze the readings to learn about different opinions on this topic. On Day 2, you will write an argument that supports your opinion in response to the prompt above.  Use the space provided in the margins to take notes on the readings.  On p. 12, you will find definitions for vocabulary words. These words are italicized in the text.  Use the space on p. 13 to plan your argument for Day 2.

5. So what do we know? What would we expect in a good response to this on- demand assignment? Audience (WHO)Purpose (WHY) Form (WHAT)Our Inferences (HOW)

6. Based on the Prompt and the Directions, what would we expect in a good response to this on-demand assignment? Audience (WHO)Purpose (WHY) President of the School Board Form (WHAT)Our Inferences (HOW)

7. Based on the Prompt and the Directions, what would we expect in a good response to this on-demand assignment? Audience (WHO)Purpose (WHY) Recommend a discipline policy to the School Board that will make sure that all students have a chance to learn and explain why this policy will give all students that chance Form (WHAT)Our Inferences (HOW)

8. Based on the Prompt and the Directions, what would we expect in a good response to this on-demand assignment? Audience (WHO)Purpose (WHY) Form (WHAT)Our Inferences (HOW) Argument (proposal or letter)

9. Based on the Prompt and the Directions, what would we expect in a good response to this on-demand assignment? Audience (WHO)Purpose (WHY) Form (WHAT)Our Inferences (HOW) Formal Read and research BEFORE deciding on a policy Must use facts, statistics, and quotes from the articles that have been provided Must cite sources Must quote sources so that speaker/writer is identified, his/her expertise is described, and the connection to my claim is explained fully Try to repeat words/phrases from the claim in EACH paragraph—keep the focus on the claim

10. What will the Readings look like? A series of short articles and excerpts [selections from longer articles], with room to take notes.

11. Reading 1 Introduction Discipline in our schools has always been an issue. Students who fight, interrupt classes with violent behavior, or bring drugs or weapons to school are often committing crimes that interfere with safety and learning opportunities of other students. They are usually removed from school for a period of time. Today, however, in some schools, students who break rules of procedure— being tardy, not completing assignments, walking the hallways or sleeping during class— are punished in the same harsh ways. They are also being removed from classrooms, from opportunities for learning. There are people who are thinking about fairness in school, about how to fairly discipline students who step “outside the lines” in minor ways and about how to deal with the behavior of students who make schools unsafe for others— who also need to learn. The articles in this packet will help you to understand the issues around fairness in balancing discipline with opportunities for learning. Source: NWP CRWP Use margin to take notes Gist: It’s an overview of the issue: Discipline (punishment) for criminal acts and discipline for procedural infractions (rule breaking) often looks the SAME. How do we balance fairness and the opportunity to learn? Source: NWP (they made the test)

12. Reading 1 Introduction Discipline in our schools has always been an issue. Students who fight, interrupt classes with violent behavior, or bring drugs or weapons to school are often committing crimes that interfere with safety and learning opportunities of other students. They are usually removed from school for a period of time. Today, however, in some schools, students who break rules of procedure— being tardy, not completing assignments, walking the hallways or sleeping during class— are punished in the same harsh ways. They are also being removed from classrooms, from opportunities for learning. There are people who are thinking about fairness in school, about how to fairly discipline students who step “outside the lines” in minor ways and about how to deal with the behavior of students who make schools unsafe for others— who also need to learn. The articles in this packet will help you to understand the issues around fairness in balancing discipline with opportunities for learning. Source: NWP CRWP Use margin to take notes Gist: It’s Gist: Provides an overview of the issue—fairness in discipline—while also preserving learning opportunities. n overview of the issue: Discipline (punishment) for criminal acts and discipline for procedural infractions (rule breaking) often looks the SAME. How do we balance fairness and the opportunity to learn? Source: NWP (they made the test)

13. Reading 2 Disruptions in Syracuse Schools Spur Debate over Discipline, Suspensions By Paul Riede Paul Riede Syracuse teachers say the level of disruption in their schools has ratcheted up this year, and the district has not acted forcefully enough to bring order to their hallways and classrooms.... Students who cause disruptions are often disciplined only lightly, if at all, and are quickly back in their classrooms. But... a recently released national study highlights Syracuse’s relatively high – and racially skewed – suspension rates. Teachers say none of that seems to change what they see every day in their schools.... They say children at all levels are more apt to fight, talk back to teachers and be generally disrespectful, and that makes it more difficult for others to learn. The teachers... described schools where students roam the halls when they should be in class, talk back to teachers, and get into fights that can endanger other children. Unruly students may be removed from the classroom for a few days, but they soon return and cause further disruption, a teacher said. “They either come back or they get moved to another building with no consequence.” Parent Mary Handley said, “There have been incidents in the hallway that compromise the safety of all the kids, but particularly the smaller kids,” she said, adding, “A 16-year-old eighth-grader is a big kid.” Handley and the teachers... said there is a pervasive feeling that district leaders want to keep discipline numbers down and that referring students for disciplinary hearings is discouraged.... In fact, Superintendent Contreras said, “I see the number of in-school suspensions and out-of-school suspensions, so I know that the principals are acting,” she said.... Overall, 4,210 students were suspended in 2011-12. Many were suspended more than once, for a total of 9,998 suspensions that year. Both numbers were higher than the numbers for the year before. The numbers show that black and Latino students get suspended at much higher rates than white and Asian students.... Why the disruptions? Although Contreras said she has no data to conclude that discipline problems have increased to the extent teachers say, she... has been hearing about slow responses by building administrators to discipline referrals.... Principals have told her that there are more disruptions in math classes this year.... Class sizes are larger..... Teachers offer another explanation: Students are seeing that there are few consequences to their disrespectful behavior, so they feel free to continue it. Some teachers say they have become so frustrated... that they rarely refer children to the office anymore. Alternatives needed Contreras said her committee recommended seeking an external evaluation of the district’s discipline procedures.... Kevin Ahern, President of the Syracuse Teachers Association, agrees that suspension is not the best solution. But neither, he says, is allowing chronically disruptive students to stay in classrooms where other children are trying to learn. “We’ve got to have alternative programs for the kids,” he said.... Handley, the parent, agrees – to a point. “It is true that suspension doesn’t help, because it’s just sending a kid home for a few days,” she said. “But what it does help is it gives the building at least some relief for a few days to put together a plan of how to deal with this.” Source: Riede, Paul. “Disruptions in Syracuse Schools Spur Debate over Discipline, Suspensions.” The Post-Standard., Syracuse.com, 9 May 2013. updated 9 January 2014. Web. 15 March 2014. About the author: Paul Riede is a reporter for the Syracuse Post. Use margin to take notes

14. Reading 2 Disruptions in Syracuse Schools Spur Debate over Discipline, Suspensions By Paul Riede Paul Riede Syracuse teachers say the level of disruption in their schools has ratcheted up this year, and the district has not acted forcefully enough to bring order to their hallways and classrooms.... Students who cause disruptions are often disciplined only lightly, if at all, and are quickly back in their classrooms. But... a recently released national study highlights Syracuse’s relatively high – and racially skewed – suspension rates.national study Teachers say none of that seems to change what they see every day in their schools.... They say children at all levels are more apt to fight, talk back to teachers and be generally disrespectful, and that makes it more difficult for others to learn. The teachers... described schools where students roam the halls when they should be in class, talk back to teachers, and get into fights that can endanger other children. Unruly students may be removed from the classroom for a few days, but they soon return and cause further disruption, a teacher said. “They either come back or they get moved to another building with no consequence.” Parent Mary Handley said, “There have been incidents in the hallway that compromise the safety of all the kids, but particularly the smaller kids,” she said, adding, “A 16-year-old eighth-grader is a big kid.” Handley and the teachers... said there is a pervasive feeling that district leaders want to keep discipline numbers down and that referring students for disciplinary hearings is discouraged.... In fact, Superintendent Contreras said, “I see the number of in-school suspensions and out-of-school suspensions, so I know that the principals are acting,” she said.... Overall, 4,210 students were suspended in 2011-12. Many were suspended more than once, for a total of 9,998 suspensions that year. Both numbers were higher than the numbers for the year before. The numbers show that black and Latino students get suspended at much higher rates than white and Asian students.... Why the disruptions? Although Contreras said she has no data to conclude that discipline problems have increased to the extent teachers say, she... has been hearing about slow responses by building administrators to discipline referrals.... Principals have told her that there are more disruptions in math classes this year.... Class sizes are larger..... Teachers offer another explanation: Students are seeing that there are few consequences to their disrespectful behavior, so they feel free to continue it. Some teachers say they have become so frustrated... that they rarely refer children to the office anymore. Alternatives needed Contreras said her committee recommended seeking an external evaluation of the district’s discipline procedures.... Kevin Ahern, President of the Syracuse Teachers Association, agrees that suspension is not the best solution. But neither, he says, is allowing chronically disruptive students to stay in classrooms where other children are trying to learn. “We’ve got to have alternative programs for the kids,” he said.... Handley, the parent, agrees – to a point. “It is true that suspension doesn’t help, because it’s just sending a kid home for a few days,” she said. “But what it does help is it gives the building at least some relief for a few days to put together a plan of how to deal with this.” Source: Riede, Paul. “Disruptions in Syracuse Schools Spur Debate over Discipline, Suspensions.” The Post-Standard., Syracuse.com, 9 May 2013. updated 9 January 2014. Web. 15 March 2014. About the author: Paul Riede is a reporter for the Syracuse Post. Use margin to take notes Gist: Syracuse, NY, schools are battling discipline problems. Students often receive little or no consequences, then are returned to class, where they continue to cause problems. Source: Paul Riede, The Post Standard, 2014

15. Reading 3 Seeing the Toll, Schools Revise Zero Tolerance By Lizette AlvarezLizette FORT LAUDERDALE, Fla. —Get-tough policies in schools are leading to arrest records, low academic achievement and high dropout rates that especially affect minority students, so cities and school districts around the country are rethinking their approach to minor offenses.... Rather than push children out of school, districts are now doing the opposite: choosing to keep law breaking students in school, away from trouble on the streets, and offering them counseling and assistance aimed at changing behavior. In Broward Schools, which had more than 1,000 arrests in the 2011 school year, the school district entered into a wide- ranging agreement last month with local law enforcement, the juvenile justice department and civil rights groups like the N.A.A.C.P. to overhaul its disciplinary policies and de-emphasize punishment… Nationwide, more than 70 percent of students involved in arrests or referrals to court are black or Hispanic, according to federal data. “What you see is the beginning of a national trend here,” said Michael Thompson, the director of the Council of State Governments Justice Center. “Everybody recognizes that if we want to find ways to close the achievement gap, we... need to look at the huge number of kids being removed from school.” Some view the shift as politically driven and worry that the pendulum may swing too far in the other direction. Ken Trump, a school [police] consultant, said that while existing policies are at times misused by schools and officers, the policies mostly work well, offering schools the right amount of discretion. “It’s a political movement by civil rights organizations that have targeted school police,” Mr. Trump said. “If you politicize this on either side, it’s not going to help on the front lines.” Supporters, though, emphasize the flexibility in these new policies and stress that they do not apply to students who commit felonies or pose a danger. “We are not taking these tools out of the toolbox;” said Russell Skiba, a school psychology professor at Indiana University, ”these should be tools of last resort.” In Broward County, the shift has shown immediate results.... School-based arrests have dropped by 41 percent, and suspensions, which in 2011 added up to 87,000 out of 258,000 students, are down 66 percent from 2012. Nor do students face suspension for minor infractions. Instead, they attend a program called Promise for three days or more. Repeat offenders get several chances to change their behavior before more punitive measures kick in. One afternoon, an 18-year-old... girl had been caught with a small amount of marijuana in her car on her high school campus, a misdemeanor that would have led to a suspension or arrest in the past. It was the first time she had gotten in trouble at school. “I was freaking out,” she said... Here, though, she saw the larger picture and came to view the incident as “her second chance.” Other students here learn to manage their anger, if that is their issue. Parents are involved in the process. And counselors have helped identify problems at home including abusive situations, something that administrators said underscores how invaluable the counseling component has been for the Promise program.... Source: Alvarez, Lizette. “Seeing the Toll, Schools Revise Zero Tolerance.” New York Times. New York Times, 2 December 2013, Web. 2 March 2014. About the author: Lizette Alvarez has been the Miami bureau chief for The New York Times since January 2011. Use margin to take notes

16. Reading 3 Seeing the Toll, Schools Revise Zero Tolerance By Lizette AlvarezLizette FORT LAUDERDALE, Fla. —Get-tough policies in schools are leading to arrest records, low academic achievement and high dropout rates that especially affect minority students, so cities and school districts around the country are rethinking their approach to minor offenses.... Rather than push children out of school, districts are now doing the opposite: choosing to keep law breaking students in school, away from trouble on the streets, and offering them counseling and assistance aimed at changing behavior. In Broward Schools, which had more than 1,000 arrests in the 2011 school year, the school district entered into a wide- ranging agreement last month with local law enforcement, the juvenile justice department and civil rights groups like the N.A.A.C.P. to overhaul its disciplinary policies and de-emphasize punishment… Nationwide, more than 70 percent of students involved in arrests or referrals to court are black or Hispanic, according to federal data. “What you see is the beginning of a national trend here,” said Michael Thompson, the director of the Council of State Governments Justice Center. “Everybody recognizes that if we want to find ways to close the achievement gap, we... need to look at the huge number of kids being removed from school.” Some view the shift as politically driven and worry that the pendulum may swing too far in the other direction. Ken Trump, a school [police] consultant, said that while existing policies are at times misused by schools and officers, the policies mostly work well, offering schools the right amount of discretion. “It’s a political movement by civil rights organizations that have targeted school police,” Mr. Trump said. “If you politicize this on either side, it’s not going to help on the front lines.” Supporters, though, emphasize the flexibility in these new policies and stress that they do not apply to students who commit felonies or pose a danger. “We are not taking these tools out of the toolbox;” said Russell Skiba, a school psychology professor at Indiana University, ”these should be tools of last resort.” In Broward County, the shift has shown immediate results.... School-based arrests have dropped by 41 percent, and suspensions, which in 2011 added up to 87,000 out of 258,000 students, are down 66 percent from 2012. Nor do students face suspension for minor infractions. Instead, they attend a program called Promise for three days or more. Repeat offenders get several chances to change their behavior before more punitive measures kick in. One afternoon, an 18-year-old... girl had been caught with a small amount of marijuana in her car on her high school campus, a misdemeanor that would have led to a suspension or arrest in the past. It was the first time she had gotten in trouble at school. “I was freaking out,” she said... Here, though, she saw the larger picture and came to view the incident as “her second chance.” Other students here learn to manage their anger, if that is their issue. Parents are involved in the process. And counselors have helped identify problems at home including abusive situations, something that administrators said underscores how invaluable the counseling component has been for the Promise program.... Source: Alvarez, Lizette. “Seeing the Toll, Schools Revise Zero Tolerance.” New York Times. New York Times, 2 December 2013, Web. 2 March 2014. About the author: Lizette Alvarez has been the Miami bureau chief for The New York Times since January 2011. Use margin to take notes Gist: Alternative programs are being developed so that students aren’t just punished, arrested, or expelled. Instead, they work on changing behaviors. Source: Lizette Alvarez, New York Times.

17. Reading 4 Rethinking School Discipline By Arne Duncan, Secretary of Education, January 8, 2014 (The following excerpt is from a speech written by Arne Duncan, current Secretary of Education. Mr. Duncan delivered the speech to educators as well as students at Frederick Douglas High School.)... Racial discrimination in school discipline is a real problem today, and not just an issue from 40 to 50 years ago. We must tackle these brutal truths head on—that is the only way to change the reality that our children face every day. There is no single formula; no silver bullet for ensuring school discipline is equitable and effective... The need to rethink and redesign school discipline practices is long overdue. Too many schools resort too quickly to exclusion, even for minor misbehaviors. Exclusionary discipline is so common that in some cases, pre-K students as young as three- and four-years old are getting suspended.... In Maryland, 91 pre-K students were suspended or expelled during the 2011-12 school year. Schools should remove students from the classroom as a last resort, and only for serious infractions, like endangering the safety of other students. Unfortunately today, suspensions and expulsions are not primarily used as a last resort for serious infractions. A landmark study in Texas found... a majority of students were suspended or expelled at least once between 7th and 12th grade. Nationwide, as many as 95 percent of out-of-school suspensions are for nonviolent misbehavior--like being disruptive, acting disrespectfully, tardiness, profanity, and dress code violations. Let me be clear—these are all issues that must be dealt with effectively, and with a sense of urgency when they arise. But I would ask, is putting children out of school the best remedy, the best solution to the problem? In California, nearly half of the more than 700,000 suspensions statewide in the 2011-12 school year were for, quote, “willful defiance.”... In recent years, secondary schools have suspended or expelled an estimated two million students a year. That is a staggering amount of lost learning time--and lost opportunity to provide support. Making matters worse, exclusionary discipline is applied disproportionately to children of color and students with disabilities. Educationally, and morally, that … is simply unacceptable. Our department’s Civil Rights Data Collection shows that African-American students... are more than three times as likely as their white peers to be expelled or suspended. We can, and must, do much better. This guidance package—spelling out three guiding principles for equitable school discipline—is so important. Those three guiding principles are simple and straightforward. Use margin to take notes

18. Reading 4 Rethinking School Discipline By Arne Duncan, Secretary of Education, January 8, 2014 (The following excerpt is from a speech written by Arne Duncan, current Secretary of Education. Mr. Duncan delivered the speech to educators as well as students at Frederick Douglas High School.)... Racial discrimination in school discipline is a real problem today, and not just an issue from 40 to 50 years ago. We must tackle these brutal truths head on—that is the only way to change the reality that our children face every day. There is no single formula; no silver bullet for ensuring school discipline is equitable and effective... The need to rethink and redesign school discipline practices is long overdue. Too many schools resort too quickly to exclusion, even for minor misbehaviors. Exclusionary discipline is so common that in some cases, pre-K students as young as three- and four-years old are getting suspended.... In Maryland, 91 pre-K students were suspended or expelled during the 2011-12 school year. Schools should remove students from the classroom as a last resort, and only for serious infractions, like endangering the safety of other students. Unfortunately today, suspensions and expulsions are not primarily used as a last resort for serious infractions. A landmark study in Texas found... a majority of students were suspended or expelled at least once between 7th and 12th grade. Nationwide, as many as 95 percent of out-of-school suspensions are for nonviolent misbehavior--like being disruptive, acting disrespectfully, tardiness, profanity, and dress code violations. Let me be clear—these are all issues that must be dealt with effectively, and with a sense of urgency when they arise. But I would ask, is putting children out of school the best remedy, the best solution to the problem? In California, nearly half of the more than 700,000 suspensions statewide in the 2011-12 school year were for, quote, “willful defiance.”... In recent years, secondary schools have suspended or expelled an estimated two million students a year. That is a staggering amount of lost learning time--and lost opportunity to provide support. Making matters worse, exclusionary discipline is applied disproportionately to children of color and students with disabilities. Educationally, and morally, that … is simply unacceptable. Our department’s Civil Rights Data Collection shows that African-American students... are more than three times as likely as their white peers to be expelled or suspended. We can, and must, do much better. This guidance package—spelling out three guiding principles for equitable school discipline—is so important. Those three guiding principles are simple and straightforward. Use margin to take notes Gist: Duncan opposes exclusionary discipline (suspension) Full of statistics that can be cited Source: Arne Duncan, U.S. Secretary of Education

19. Reading 4 Rethinking School Discipline By Arne Duncan, Secretary of Education, continued January 8, 2014 First, schools and districts should take deliberate steps to build positive school climates to prevent misbehavior and target student supports help address underlying causes of misbehavior--like trauma, substance abuse, and mental health issues.... Schools should be training staff, engaging families and community partners, and deploying financial resources to help students develop the resolution skills they need to avoid or de-escalate problems. As Frederick Douglass famously said, “It is easier to build strong children than to repair broken men.” Grit, resilience, conflict resolution skills—these are all skills that can be taught and learned, and are as important to long-term success as reading, writing, and math. The second principle is that schools and districts should ensure that clear, appropriate, and consistent expectations and consequences are in place, both to prevent and to address misbehavior. And schools should be seeking to provide differing levels of support and interventions to students, based on their needs—we know some students need more intensive support than others. The one-size-fits-all mentality simply doesn’t work. The third and final principle is that school leaders and educators should strive to ensure fairness and equity for all students through continuous improvement.... Too many times, schools, districts, and states fail to follow these guiding principles. And the overuse of suspensions and expulsions has taken a terrible toll on students, families, schools, and communities. Suspended students are less likely to graduate on time--and are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. The school-to-prison pipeline must be challenged every day. In Texas, a single suspension or expulsion... almost tripled a student’s likelihood of becoming involved in the juvenile justice system.... Students want and need clear boundaries, structure, and consistency. They need to feel safe and respected. It is always the right thing to set high expectations for students, not just in academic terms, but for their behavior and conduct. No school can be a great school if it is not first a safe school, and no teacher or student should ever feel unsafe or unable to concentrate on teaching and learning.... Schools continue to be among our safest institutions for children, and violence and crime has declined in schools during the last decade. But a substantial subset of middle- and high schools still has unacceptable levels of violence, and bullying is far too common. Ultimately, the guiding principles and action steps we have outlined today are just a starting point for creating safe schools, where teachers can concentrate on teaching and where students are in class and learning.... Thurgood Marshall, proud alum of Frederick Douglass High, said that “None of us got where we are solely by pulling ourselves up by our bootstraps. We got here because somebody—a parent, a teacher... bent down and helped us pick up our boots.” So, let us all reach out to help all our children pick up their boots and build positive futures for themselves. Source: Duncan, Arne. Speech. “Rethinking School Discipline.” Release of the Joint DOJ-ED School Discipline Guidance Package. The Academies at Frederick Douglass High School, Baltimore, MD., 8 January, 2014. Web. 5 March 2014. About the author: Arne Duncan was appointed by President Obama as Secretary of Education in 2009. Use margin to take notes

20. Reading 4 Rethinking School Discipline By Arne Duncan, Secretary of Education, continued January 8, 2014 First, schools and districts should take deliberate steps to build positive school climates to prevent misbehavior and target student supports help address underlying causes of misbehavior--like trauma, substance abuse, and mental health issues.... Schools should be training staff, engaging families and community partners, and deploying financial resources to help students develop the resolution skills they need to avoid or de-escalate problems. As Frederick Douglass famously said, “It is easier to build strong children than to repair broken men.” Grit, resilience, conflict resolution skills—these are all skills that can be taught and learned, and are as important to long-term success as reading, writing, and math. The second principle is that schools and districts should ensure that clear, appropriate, and consistent expectations and consequences are in place, both to prevent and to address misbehavior. And schools should be seeking to provide differing levels of support and interventions to students, based on their needs—we know some students need more intensive support than others. The one-size-fits-all mentality simply doesn’t work. The third and final principle is that school leaders and educators should strive to ensure fairness and equity for all students through continuous improvement.... Too many times, schools, districts, and states fail to follow these guiding principles. And the overuse of suspensions and expulsions has taken a terrible toll on students, families, schools, and communities. Suspended students are less likely to graduate on time--and are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. The school-to-prison pipeline must be challenged every day. In Texas, a single suspension or expulsion... almost tripled a student’s likelihood of becoming involved in the juvenile justice system.... Students want and need clear boundaries, structure, and consistency. They need to feel safe and respected. It is always the right thing to set high expectations for students, not just in academic terms, but for their behavior and conduct. No school can be a great school if it is not first a safe school, and no teacher or student should ever feel unsafe or unable to concentrate on teaching and learning.... Schools continue to be among our safest institutions for children, and violence and crime has declined in schools during the last decade. But a substantial subset of middle- and high schools still has unacceptable levels of violence, and bullying is far too common. Ultimately, the guiding principles and action steps we have outlined today are just a starting point for creating safe schools, where teachers can concentrate on teaching and where students are in class and learning.... Thurgood Marshall, proud alum of Frederick Douglass High, said that “None of us got where we are solely by pulling ourselves up by our bootstraps. We got here because somebody—a parent, a teacher... bent down and helped us pick up our boots.” So, let us all reach out to help all our children pick up their boots and build positive futures for themselves. Source: Duncan, Arne. Speech. “Rethinking School Discipline.” Release of the Joint DOJ-ED School Discipline Guidance Package. The Academies at Frederick Douglass High School, Baltimore, MD., 8 January, 2014. Web. 5 March 2014. About the author: Arne Duncan was appointed by President Obama as Secretary of Education in 2009. Use margin to take notes Duncan says we must work on the school climate, teach students resolution skills, have clear, appropriate, consistent expectations and consequences, and aim for fairness for all. Source: Arne Duncan, U.S. Secretary of Education

21. Reading 5 2 2 1 Total crimes includes violent crimes (rape, sexual assault, robbery, and aggravated assault) as well as crimes such as theft, purse-snatching, and attempted thefts. 2 Due to methodological changes, use caution when comparing 2006 estimates to other years. Source: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 1992–2011. Take notes below: What do you notice about the amount of school crime in the 1990’s as compared to 2010 and 2011?

22. Reading 5 2 2 1 Total crimes includes violent crimes (rape, sexual assault, robbery, and aggravated assault) as well as crimes such as theft, purse-snatching, and attempted thefts. 2 Due to methodological changes, use caution when comparing 2006 estimates to other years. Source: U.S. Department of Justice, Bureau of Justice Statistics, National Crime Victimization Survey (NCVS), 1992–2011. Take notes below: What do you notice about the amount of school crime in the 1990’s as compared to 2010 and 2011? Gist: School crime is down, overall, but with a recent jump back up. Gap between violent crimes and infractions is narrowing!

23. Vocabulary consequence: something that happens as a result of a particular action or set of conditions. de-escalate: to make smaller or less intense exclusionary discipline: punishment that bars students from the school setting Frederick Douglass: (born Frederick Augustus Washington Bailey, c. February 1818 – February 20, 1895) was an African- American social reformer, orator, writer and statesman. Afteroratorstatesman escaping from slavery, he became a leader of theslavery abolitionistabolitionist movement, gaining note for his dazzling oratory and incisive antislavery writing. Source: Wikipedia infraction: an act that breaks a rule or law resolution skills: knowing how to manage conflict in a positive way Thurgood Marshall: (July 2, 1908 – January 24, 1993) was an Associate Justice of the United States Supreme Court, wasAssociate JusticeUnited States Supreme Court serving from October 1967 until October 1991. Marshall was the Court's 96th justice and its first African American justice.96th justicefirstAfrican American Source: Wikipedia zero tolerance: a policy that imposes automatic punishment for infractions of a stated rule, with the intention of eliminating undesirable conduct. Use margin to take notes Key terms are defined. We can use these same terms and definitions when we are writing.

24. Planning Your Argument School discipline is in the news because students who break simple rules are sometimes punished in the same ways as students who commit crimes at school. What discipline policy would you recommend to your School Board to make sure that all students have a chance to learn? Why? Use this space to: Write your claim. Select and organize evidence from the readings that you will use to write your argument on Day 2. We should make a claim after we scan the articles. Then we should decide which ideas, quotes, and facts from the readings will support our claim.

25. Bell Ringers Goal: Review and revise REAL students’ responses to improve our understanding of how to succeed in On-Demand Writing Discipline and Learning College-Ready Writers Program Writing Task Day 1 Reading Packet B

26. Claim Reminders Takes a position (side or stance) Clear, strong wording Avoids phrases such as “I think” or “I believe” Shows the direction or angle you’ll take— narrows the topic Fulfills all of the requirements of the assignment or prompt—meets the PURPOSE of the writing

27. TRY IT! WHAT CLAIM WOULD YOU MAKE FOR THIS PROMPT? Our school board should _______________________. Because __________________, our school board should ________________. B. Discipline and Learning School discipline is in the news because students who break simple rules are sometimes punished in the same ways as students who commit crimes at school. What discipline policy would you recommend to your School Board to make sure that all students have a chance to learn? Why? Write an argument. Use ideas and evidence from the reading packet to support your argument. Use what you have learned about citing and quoting sources in your writing. The audience for your argument is the President of your School Board.

28. Claims Under Construction! It’s worth the effort to read, revise, re-read, revise … until your claim is clearly and strongly worded. If your claim is easy to understand and is specific, your paper will be easier to write.

29. Claims Under Construction! Try at least 3 different versions of your claim—or even 3 completely different angles. Share with your elbow partner. Work together to remove or add words that make the claim clear and specific.

30. Claim Source EvidenceConnectionOutcome Write your best claim from yesterday’s bell-ringer in the space provided. Start with the source that you think will be most useful. Jot down a piece of evidence that will help support your claim. Then use the questions listed to explain how each piece of evidence applies to the claim you are making. How and why does it support what you want to the School Board to do?

31. Claim: Our school board should abolish suspension for minor offenses; we need alternate consequences for disruptive students that don’t disrupt their educations. Source: “Seeing the Toll, Schools Revise Zero Tolerance” by Lizette Alvarez, New York Times, 2 Dec. 2013 EvidenceConnectionOutcome “Get-tough policies in schools are leading to arrest records, low academic achievement and high dropout rates that especially affect minority students.” Dropping out is the ultimate disruption of a student’s education. Zero tolerance policies in which students are suspended for being disruptive are proving to cause life-altering consequences that limit students’ futures. In our own school, 32 students have dropped out this year. How An intervention program that focuses on the reasons behind disruptive behavior must be part of our new policy. Eliminating suspension as an option when students are disruptive, coupled with counseling and training to change behavior, means we’ll contribute to the well- being of our community by graduating students who are ready for college or careers instead of for the unemployment line. Read the model. What do you notice? Dig Deeper! Return to your chart and add to your explanations of how the evidence is connected to the claim.

32. Claim: Our school board should abolish suspension for minor offenses; we need alternate consequences for disruptive students that don’t disrupt their educations. Source: “Seeing the Toll, Schools Revise Zero Tolerance” by Lizette Alvarez, New York Times, 2 Dec. 2013 EvidenceConnectionOutcome In Broward County, a program called Promise is showing results. Suspensions are down by 66%. Students are learning to control their behavior as counselors work with them and with their families. In finding alternatives to suspension, a program like Promise must be our next step. It can be a model as we develop consequences that keep students in class but that do not ignore their misbehavior. Our counselors could seek information from educators in Broward so that we can learn from their successes. Instead of suspending students and hoping they’ll come back to school magically “cured” of their misbehavior, a program like Promise could help us eliminate the problems that led to the misbehavior. Go back to the readings. Find a second piece of evidence that will support your claim. Fill out the chart. Use the model to push your thinking.

33. Claim: Our school board should abolish suspension for minor offenses; we need alternate consequences for disruptive students that don’t disrupt their educations. Source: “Disruptions in Syracuse Schools Spur Debate over Discipline, Suspensions” by Paul Riede, The Post- Standard, 9 Jan 2014 EvidenceConnectionOutcome “Students are seeing that there are few consequences to their disrespectful behavior, so they feel free to continue it.” While suspension is too harsh a consequence for disruption, having little or not consequences is equally problematic. All students deserve the opportunity to learn. With the advent of technology, we could instead send disruptive students to an isolation booth where they can see and hear what is being taught in the classroom. With this kind of alternate consequence, the disruptive students will no longer stop others from learning. They will also be able to stay current with their classwork. Go back to the readings. Find a third piece of evidence that will support your claim. Fill out the chart. (Use a new chart for each different source.) A model is provided to push your thinking.

34. Claim: Our school board should abolish suspension for minor offenses; we need alternate consequences for disruptive students that don’t disrupt their educations. Source: “Rethinking School Discipline”—speech by Arne Duncan, U.S. Secretary of Education 8 Jan 2014 EvidenceConnectionOutcome Exclusionary discipline has become common, K-12. “Nationwide, as many as 95 percent of out-of-school suspensions are for nonviolent behavior— like being disruptive, acting disrespectfully, tardiness, profanity, and dress code violations.” Sending a student home for saying a bad work, wearing the wrong color shirt, or dawdling in the hall too long are all examples of a suspension policy that is out of control. Most teachers have classroom rules and consequences that deal with such minor infractions, but if they don’t, they should. The unfairness of such harsh punishment can make a student feel more belligerent instead of more compliant. Learning should be the priority; harsh punishments place undue attention on the disruption instead. A fair discipline policy is more likely to win students’ respect. “Making the punishment fit the crime” should encourage more cooperation and will create a better school climate. Go back to the readings. Find another piece of evidence that will support your claim. Fill out the chart. (Use a new chart for each different source.) A model is provided to push your thinking.

35. Claim Critique Our school should have a zero tolerance policy for any and all misbehaviors. Many students in our school get away with breaking rules. It’s not fair. Our district should create a student grievance board to handle minor non-violent offenses and administer appropriate consequences. The Board of Education must develop an alternative to suspension that focuses on learning instead of on punishment. The School Board should do something about fairness in discipline. Are these good claims for this on-demand assignment? Why or why not?

36. Claim Critique [List an assortment of claims from class papers.] Are these good claims for this on-demand assignment? Why or why not?

37. Citing a Source We identify where our evidence came from by embedding it in our writing. Where possible, we explain why the speaker or writer is an expert. In “__(title)__________,” ____(author) says that __________. __(author)___, the __(position or reason for expertise)_____, explains that ___________.

38. Citing a Source Read this student example. Use it as a model for introducing evidence from a source. Try the same kind of sentences in YOUR paper. “

39. Citing a Source Read this student example. Use it as a model for introducing evidence from a source. Try the same kind of sentences in YOUR paper., the

40. Student Work Analysis and Try-Its Goal: Review and revise REAL students’ responses to improve our understanding of how to succeed in On- Demand Writing Discipline and Learning College-Ready Writers Program Writing Task Day 1 Reading Packet B

41. Let’s see how well these Grade 9 students did! Did they follow the directions? Do they understand what argument writing is? Do they do it well? Discipline and Learning

42. REMINDER: What we expect in a good response to this on-demand assignment Audience (WHO)Purpose (WHY) President of the School Board Recommend a discipline policy to the School Board that will make sure that all students have a chance to learn and explain why this policy will give all students that chance Form (WHAT)Our Inferences (HOW) Argument (proposal or letter) Formal Read and research BEFORE deciding on a policy Must use facts, statistics, and quotes from the articles that have been provided Must cite sources Must quote sources so that speaker/writer is identified, his/her expertise is described, and the connection to my claim is explained fully

43. Student 1: School Bus School discipline is definitely an issue. My main issue at school is people not getting punished at all. My mother is a bus driver at my school. Most [of] my school life, I rode her bus because it was just easier than me finding another ride. During my seventh grade year, there were a couple [of] tenth grade boys making threats against my mother. I told my former, though at the time current, math teacher and the middle school counselor. Both told me that nothing could be done unless those boys acted upon those threats. To me that sounded like someone could say, “Oh, I’m going to bring a gun to school and kill everybody: and they couldn’t do anything until half the school is dead on the floor. That same year I also had issues with people trying to get me in trouble. One girl in the grade below me was getting tired of my mom telling her to sit in her assigned seat and never getting onto me. Now I’m not going to outright say I behaved like a perfect angel, but I didn’t do anything wrong. I sat in my assigned seat and didn’t talk much at all. This same girl wrote a petition to get me kicked off the bus because my mother didn’t get onto me for stuff I didn’t do. After that year I stopped riding the bus all together and haven’t [ridden] since then aside from field trips. My personal thought is that they should get disruptive students out of regular classes, but not out of school all together. The state or someone should provide an alternative school so that all students get the education they need and deserve. The punishment should be tailored to both the student and the infraction. Someone who gets too many tardies shouldn’t be suspended, they should get ISS or detention. I also think that schools should do away completely with mass punishment. For me, being a student that can barely be heard from a foot away, I’ve done more than enough writing assignments because other people were talking or misbehaving.

44. What does the author of “School Bus” do well? What does she understand about argument writing? Did she follow the directions? What does she NOT seem to know about argument writing?

45. Which of these did the writer do? Audience (WHO)Purpose (WHY) President of the School Board Recommend a discipline policy to the School Board that will make sure that all students have a chance to learn and explain why this policy will give all students that chance Form (WHAT)Our Inferences (HOW) Argument (proposal or letter) Formal Read and research BEFORE deciding on a policy Must use facts, statistics, and quotes from the articles that have been provided Must cite sources Must quote sources so that speaker/writer is identified, his/her expertise is described, and the connection to my claim is explained fully

46. What she doesn’t seem to know: Argument Writers Use Source Material (evidence from a text) to Support a Claim! In persuasive writing, we became accustomed to using our own experience as the primary form of evidence. In argumentation, the shift is to using outside texts (articles, books, news reports, etc.) as evidence. Help this writer integrate references to the articles that he/she was given to read before writing the argument. A re-written example has been provided (next slide). Notice how the quoted or paraphrased information (in red) is introduced (the writer tells us the source—in blue) and how it is connected to the claim that students who commit offenses should be punished (in green).

47. REVISING “School Bus” to incorporate textual evidence School discipline is definitely an issue. My main issue at school is people not getting punished at all. My mother is a bus driver at my school. Most [of] my school life, I rode her bus because it was just easier than me finding another ride. During my seventh grade year, there were a couple [of] tenth grade boys making threats against my mother. I told my former, though at the time current, math teacher and the middle school counselor. Both told me that nothing could be done unless those boys acted upon those threats. To me that sounded like someone could say, “Oh, I’m going to bring a gun to school and kill everybody: and they couldn’t do anything until half the school is dead on the floor.” It reminds me of a situation described in Paul Reide’s article, “Disruptions in Syracuse Schools Spur Debate Over Discipline, Suspensions.” A parent, Mary Handley, is quoted as saying, “There have been incidents in the hallway that compromise the safety of all the kids, but particularly the smaller kids.” This seems serious, just as the threats to my mother seemed serious. And yet nothing happened in the Syracuse school. Reide reported that the parent, as well as the teachers, “said there is a pervasive feeling that district leaders want to keep discipline numbers down and that referring students for disciplinary hearings is discouraged.” I believe that’s the problem in our school as well. A serious problem was reported, but nothing was done. Are we just trying to keep our numbers of discipline reports down? Making a threat of bodily harm should warrant a disciplinary hearing. Our code of discipline needs to be revised to provide consequences for serious infractions. That same year I also had issues with people trying to get me in trouble. One girl in the grade below me was getting tired of my mom telling her to sit in her assigned seat and never getting onto me. Now I’m not going to outright say I behaved like a perfect angel, but I didn’t do anything wrong. I sat in my assigned seat and didn’t talk much at all. This same girl wrote a petition to get me kicked off the bus because my mother didn’t get onto me for stuff I didn’t do. After that year I stopped riding the bus all together and haven’t [ridden] since then aside from field trips. My personal thought is that they should get disruptive students out of regular classes, but not out of school all together. The state or someone should provide an alternative school so that all students get the education they need and deserve. The punishment should be tailored to both the student and the infraction. Someone who gets too many tardies shouldn’t be suspended, they should get ISS or detention. I also think that schools should do away completely with mass punishment. For me, being a student that can barely be heard from a foot away, I’ve done more than enough writing assignments because other people were talking or misbehaving.

48. Directions: Find 2 additional places that the student could introduce textual evidence in support of the point he/she is trying to make. In other words, how can the writer support this claim that students who commit serious infractions should have serious consequences? Insert the source material using a Post-It. Be sure to provide proper attribution. Explain how the evidence helps support or prove the claim. Hint: Is the “assigned seat on the bus” story an example of a serious infraction? What could the writer say about this, using evidence from the article? Hint: Is disrupting class a serious infraction? What could the writer say about this, using evidence from the article? Hint: Is being tardy a serious infraction? What could the writer say about this, using evidence from the article? Hint: Is mass punishment relate to this claim of serious punishment for serious infractions?

49. “School Bus”: How did we do? Let’s share our text-based evidence and commentary (explanation of how the evidence supports the claim).

50. “School Bus”--Another Issue: Tightening the CLAIM Rewriting will also help the writer make a really strong claim. An initial claim was implied in the sentence, “My main issue at school is people not getting punished at all.” Later she writes, “My personal thought is that they should get disruptive students out of regular classes, but not out of school all together. “ This also could be considered her claim,” but she still doesn’t do what the On Demand Task requires, which is to make a specific recommendation to the President of the School Board. Now the student can be specific. She can focus on the notion of threats and consequences.

51. Claim Reminders 1.Clear, strong wording 2.Takes a position (side or stance) 3.Shows the direction or angle you’ll take—narrows the topic 4.Avoids “I think” or “I believe” 5.Answers the assignment or prompt TRY IT! Choose either A or B below. Rewrite the claim so that it meets our 4 criteria. A. My main issue at school is people not getting punished at all. B. My personal thought is that they should get disruptive students out of regular classes, but not out of school all together.

52. “School Bus”: Tightening the CLAIM TRY IT! On a Post-It, write a strong claim for this student’s piece. Remember NOT to use personal references (I, me, my, we, etc.)—just state the claim. Be specific (narrowing your suggestion to one element, not everything you can think of about discipline) Show that you understand this is a an argument of policy—you are saying what the School Board SHOULD do in regard to a discipline policy.

53. “School Bus”: How did we do? Sharing our revised claims.

54. More Practice! Use Student Sample 2, “A Lot of Controversy” Find the student’s claim. Is it strong? If not, revise it. Make sure to word the claim so that it is a strong recommendation to the President of the School Board. Find 2-3 places that the student could introduce evidence in support of the points he/she is trying to make about multiple tools and varying consequences. Insert the source material using Post- It© notes. Be sure to provide proper attribution. Explain how the evidence helps support or prove these points.

55. Student Sample 2: Grade 9 “A Lot of Controversy” There is a lot of controversy over school discipline. There [are] a lot of different ways that schools punish [their] misbehaving children. There are many outrageous punishments like punishing pre-K students by suspending them is just plain dumb. [They’re] going to act up every now and then. [They’re] 3 or 4 year olds. [They’re] not perfect and they don’t deserve a punishment that severe. When students fight or bring a weapon to school, that’s when a harsh behavior is sometimes needed and they normally won’t do it anymore if they don’t like the punishment. There should be multiple tools for different actions, not just suspension for a petty action like disrupting the class. There is also such thing as [too] little consequences. [If] a student brings a gun to school and intends to use it they should be expelled and sent to a juvenile detention center, they shouldn’t just get a slap on the wrist and be sent on with [their] day. It also works both ways. [One] shouldn’t have a really severe punishment for talking in class and they shouldn’t have a less severe punishment for bringing a weapon to school. Children also shouldn’t be treated better or worse depending on how they look. [It] just isn’t right and everything should be kept as fair as possible on the punishment scale.

56. “A Lot of Controversy”: How did we do? Sharing our revisions.

57. Connecting Evidence to the Claim Student Sample 3, “Always an Issue” As we start learning to write arguments, we quickly understand that we must identify material from the sources to support our claims. We learn that we must tell the source of this material. What is trickier is explaining how the evidence we select supports our claim. Use the Student Planner (Evidence, Connection, Outcome) as you read this writer’s draft. What is the claim the student is making? (It may be in the last paragraph.) What would be good supporting evidence from the articles? How could the writer connect that evidence to the claim? What would the outcome be if we follow that logic?

58. REMINDER: What we expect in a good response to this on-demand assignment Audience (WHO)Purpose (WHY) President of the School Board Recommend a discipline policy to the School Board that will make sure that all students have a chance to learn and explain why this policy will give all students that chance Form (WHAT)Our Inferences (HOW) Argument (proposal) Formal Read and research BEFORE deciding on a policy Must use facts, statistics, and quotes from the articles that have been provided Must cite sources Must quote sources so that speaker/writer is identified, his/her expertise is described, and the connection to my claim is explained fully

59. Student Sample 3: Grade 9 “Always an Issue” School discipline has always been an issue. Some people think it’s fine like it is, some say it needs to be improved, and others say it needs to be more fair when it comes to certain actions. Some actions I agree need harsh punishment, however that’s not always the case. Sometimes students mess up and do little things and yet get punished in severe ways. Some little actions like being tardy, not getting work done, or sleeping during class can cause a quite interesting punishment. I understand threats, weapons, or drugs that might need a good disciplinary action. Another issue is disruption. One thing I know is the bigger the class the bigger chance of a disruption. If they had smaller classes there would be less chance of a disruption. Different punishment depends on who the teacher or principal is. They could simply send the person out of the room, give a writing assignment, or send them to a principal. However they could suspend for several days, send to I.S.S. or in school suspension or something harsher. However the president of the Syracuse Teacher Association Kevin Ahern doesn’t even agree that suspension is the best way. Due to the fact the kid is away from the classroom and away from learning what they need too. Russell Skiba, a school psychology professor even stated “We are not taking these tools out of the toolbox, these should be tools of last resort.” The three guidelines that we were given make a lot of [sense] and I think should always be enforced. The first principle is that schools try to take steps to help build, make, and keep a positive climate. Due to the fact some students may have a rough home climate or even suffer some sort of trauma. I think this is something that definitely teachers need to play a part in. As Frederick Douglass once said “it is easier to build strong children than repair a broken man. Everyone goes through each obstacle of life differently. The second principle school should make sure that they know what their expectations are. So they can make sure each student or staff member understands them. The third and final principle is that staff, leaders, and workers in general understand every student is different. That they should try to ensure everyone is treated equally and fair and continue that through their years of teaching. In closing I say principals, staff, or anyone working at a school should make sure everything is equal. That they take the right measurements of discipline. Base the decision off of behavior, harm, and overall issue and not based on race, boy or girl, like or dislike of an individual.

60. How did this writer do?  Uses material from the readings to support the claim  Identifies the source of the material  Discusses the evidence. Explains in detail how the evidence supports the claim Uses Sources, but Discussion is Limited

61. Student Planner Use the Student Planner (Evidence, Connection, Outcome) as you read this writer’s draft. What is the claim the student is making? (It may be in the last paragraph.) What would be good supporting evidence from the articles? How could the writer connect that evidence to the claim? What would the outcome be if we follow that logic? Claim: EVIDENCECONNECTION TO CLAIM OUTCOME

62. “Always an Issue”: How did we do? Sharing our ideas for improving the piece.

63. Keeping the Claim at the Forefront Student Sample 4, “We Need to Be Fair” This student understands how important it is to tie the evidence to the claim. What will make this piece even stronger is a continued focus on the idea of fairness. We need to see the thread of fairness woven throughout the piece. What does this look like? See the example on the next slide.

64. Student Sample 4: Grade 9 “We Need to be Fair” When it comes to discussing about balancing discipline with opportunities for learning, we need to be fair. We need to think about how much learning [they’re] losing when they get expelled or suspended. We can’t racially discriminate anyone in any way. We should only suspend or expel children if it’s our last chance or if they commit a serious crime. In Syracuse schools, children are getting suspended or expelled for fighting, talking back, tardies, roaming halls, and being disrespectful. Now, I can see getting suspended for fighting because it endangers other students but tardies or roaming the halls? They should only get ASD for that. That way they don’t miss any learning. If we stop suspending students for minor offenses such as being tardy or roaming the halls, we’ll be seen as disciplining students more fairly. Let the punishment fit the crime. In the years 2011 and 2012, in Syracuse schools, they were over 4,210 students suspended. Many were suspended more than once, for a total of 9,998 suspensions that year. Superintendent Contreas says “I see the number of in- school-suspensions and out-of-school suspensions, so I know that the principals are acting.” Kevin Ahem, President of the Syracuse Teachers Association, agrees that “suspension is definitely not the best solution. But neither is allowing chronically disruptive students to stay in classrooms where other children are trying to learn.” He says, “We’ve got to have alternative programs for the kids.” Honestly, children should only get suspended if they do something TERRIBLE or if it’s the teacher’ last “hope” to set them straight. Some districts are “choosing to keep law breaking students in school, away from trouble on the streets, and offering them counseling and assistance aimed at changing behavior. “Almost 70% of students involved in arrests or referrals to court are black or Hispanic.

65. Student Sample 4: Grade 9 “We Need to be Fair,” continued Honestly, children should only get suspended if they do something TERRIBLE or if it’s the teacher’ last “hope” to set them straight. Some districts are “choosing to keep law breaking students in school, away from trouble on the streets, and offering them counseling and assistance aimed at changing behavior. “Almost 70% of students involved in arrests or referrals to court are black or Hispanic. But just because they’re a different race doesn’t mean we should discriminate them. We must help them just like we do everyone else. Russel Skiba says “We are not taking these tools out of the toolbox. These should be tools of last resort.” Some schools have a group called “Promise.” Repeat offenders get several chances to change their behavior before more punitive measures kick in. In one school, an 18 year old had been caught with a small amount of marijuana in her car on her high school campus. She didn’t get the original punishment, suspension or arrest, she got to go to the “Promise” group. Exclusionary discipline is so common that in some cases, pre-K students (as young as three) are getting suspended!!! Schools should only remove students from class as a last resort. 95% of our-of-school suspensions are for nonviolent behavior such as being disruptive, acting disrespectfully, tardiness, profanity, and dress code violations. In recent years, secondary schools have suspended an estimated two million students a year. We need to strive to ensure fairness and equity for all students because one size fits all mentality simply doesn’t work. Our children need to feel safe and respected. It’s always nice to set high expectations for students in academic terms, behavior, and conduct. “No school can be a great school if it is not first a safe school.” As Thurgood Marshall says, “None of us got where we are solely by pulling ourselves up by our bootstraps. Somebody was there to help us.”

66. Directions for Student Sample 4, “We Need to Be Fair” With a partner, find 2-3 other places that you could insert a sentence or phrase that directs the reader’s attention to the fairness (or lack of it) in the situations that the writer describes. Write your new sentences on Post-it © notes. Be ready to share.

67. “We Need to be Fair”: How did we do? Let’s share our new sentences that keep the focus on the claim.

68. More Practice! Use Student Sample 5, “A Discipline Policy I Would Recommend” Connecting Evidence to Claim This writer uses identifiable material from the sources. He/she quotes or summarizes information from the text, and attempts (sometimes successfully) analysis or discussion. In other words, the writer understands that the evidence must be connected to the claim. Because the claim is not succinctly stated, it becomes a little difficult for the reader to see the thread of logic in the piece. Attribution is also acceptable, as the writer identifies authors and/or titles of sources. The writer is not taking advantage of the opportunities to use authorizing, however, in order to use the expertise of the source effectively in their argument. Note: The writer has not made a strong connection to the audience: The audience for your argument is the President of your School Board.

69. Directions for Student Sample 5, “A Discipline Policy I Would Recommend” 1. Rewrite the opening of “A Discipline Policy I Would Recommend” so that the claim is more clearly stated, emphasizing both the warning and the two levels of consequences. 2. New text (in red) has been added in the second paragraph to connect the evidence more clearly to the claim. What do you notice about the new text? Find an opportunity in each subsequent paragraph to add a sentence or more that mentions warnings and the two levels. Mark it with a star and then add the new text on a Post-It note. Your new sentences should help explain the connection between the evidence that is cited and the claim that is being proven. In other words, you are making the argument, not just dropping in a quote. (Continued on next slide)

70. Student Sample 5: Grade 9 “A Discipline Policy I Would Recommend” A discipline policy I would recommend for Laquey to use is where there [are] warnings for first time offenses, then later on if committed again [there] will be consequences. For these consequences I believe simple rule breaks and actual crimes should have different consequences. Consequences for crimes such as sending out the student for the crime or OSS [Out of School Suspension] seems fair to me, and for simple rule breaks the consequences instead of ISS [In School Suspension], almost or the same punishment of a crime, can instead be moving the student to another class or finding them help to stop the simple rule breaks. When a student commits a crime and receives discipline they are normally kicked out of school. [D]oing this can affect their lives such as mentioned in the reading excerpt “Rethinking School Discipline” by Arne Duncan, U.S. Secretary of Education, who talked about how schools suspending or expelling students for crimes results in a lot of “lost learning time and lost opportunity to provide support.” [He points out that students sometimes] act out [because] they may need help getting over or through things that are personal. Others may disagree totally with [expelling] students [who] commit crimes and want them to stay in school rather than [be] disciplined. To me, it teaches [students] nothing if there are no consequences and even worse, it may not even help them to get support they may need. A situation like this, when a student has committed a true crime—breaking a law—and not just a rule break, does not warrant a warning, even if it is a first-time offense. I agree with kicking out the crime committing student, but believe they should still have the chance to learn and could be offered help with anger or trouble happening in their life. The consequences should be serious, but the assistance provided should be equally serious and extensive. Current discipline policies do not take into account that rehabilitation should be the ultimate goal, not punishment.

71. Student Sample 5: Grade 9 “A Discipline Policy I Would Recommend”--continued When discipline is given to a student who breaks simple rules, it, most times, results in the same consequence, regularly ISS, which is still a form of suspension, and most times they’re sent to ISS for “non-violent misbehavior—like being disruptive, acting disrespectfully, tardiness, profanity, and dress code violations” as also stated from the reading excerpt “Rethinking School Discipline.” I believe these can be handled in other ways than being sent to ISS or suspended. For myself, I personally disagree with anyone who believes all bad behavior should be disciplined by punishment such as expulsion. Treating both simple rule breakers and crime involved students with the same discipline for different levels of misbehavior, to me, is wrong. I believe there should be different levels of discipline depending on the misbehavior committed. A small rule break could go through lunch detention or be sent to another class so they can continue to learn and go to classes in school. Taking a child out of school can keep them from being able to learn and in turn detrimental their future lives, like I explained earlier. Treating crime students with discipline to help them in rough times or to continue their learning rather than an arrest also helps, and is what I think is better to do. Following a policy like this, is almost like the one mentioned in the excerpt “Seeing the Toll, Schools Revise Zero Tolerance” which talked about and discussed flexibility, help, and behavior changing policies. These policies that will further help the students learn rather than break rules or commit crimes can help many schools and students be treated fairly and change them for better in the future.

72. “A Discipline Policy I Would Recommend”: How did we do? Let’s share our new sentences that explain the connection between the evidence and the claim and that help keep the focus on the claim.

73. Directions, continued for Student Sample 5, “A Discipline Policy I Would Recommend” 3.Authorizing is something that writers do to show their readers that “It’s not just me—look who else says this.” They point to research, quotes, and data that come from people or organizations that have recognized expertise. Return to the readings and study the sources. How are the authors or their institutions identified? How are experts identified within the readings? Find 1-2 places in the draft where you can call on the authority of a source to bolster the argument (improve the effectiveness). Note: We probably don’t need to identify these passages as reading excerpts. It’s more effective to use titles and authors of the passages.

74. “A Discipline Policy I Would Recommend”: How did we do? Let’s share our new sentences in which we use authorizing to take advantage of the expertise of our sources in convincing the school board to adopt our suggestions.