1 of 30

Transformational Schools for �Students and Adults

Rose Owens-West, Ph.D., Presenter

Co-Director, WEEAC

Network Improvement Consortium

Santa Clara County Office of Education

February 6, 2025

2 of 30

Transforming School Culture to Reduce African American Student Suspensions

2

3 of 30

What works from research on best practices aligned with our framework on Transformational Schools and Equity

3

4 of 30

Six Goals of Transformational Schools

4

High achievement and positive outcomes for all students

Equitable access and inclusion

Equitable treatment

Equitable resource distribution

Equitable opportunities and supports

Shared responsibility and accountability

Adapted from Scott, 2006

5 of 30

Goal 1: Positive Discipline Outcomes for �African American Students

5

No predictable, persistent gaps or disproportionality

Ensure comparable positive outcomes for all student populations

6 of 30

Positive Outcomes

6

​

    • Participate successfully in courses aligned with university admission
    • Participate successfully in extracurricular programs and all aspects of school life

INCREASE the number of African American students who:

    • Discipline referrals
    • Suspensions
    • Expulsions

REDUCE the number of African American students with:

7 of 30

Goal 1: Positive Discipline Outcomes

7

    • Determine goals for discipline and transforming the school culture
    • Determine that values, discipline policies and practices are aligned
    • Determine professional development needs regarding effective discipline and classroom management
    • Review supports for students are effective

Establish a schedule and structures for school staff to discuss discipline policies and practices

    • Ensure that African American students are not overrepresented in negative discipline statistics
    • For the purpose of continuous improvement regarding discipline and eliminating ineffective discipline practices.

Examine data to:

    • To communicate effectively with school staff and contribute to planning culturally appropriate strategies
    • Input from African American parents/caregivers

Ensure that students and families have information that they need:

8 of 30

Begin with the end in mind: What do you hope to achieve in transforming the culture of the school?

8

9 of 30

Goal 2: Equitable Access and Inclusion

9

    • Determine goals for discipline and transforming the school culture
    • Determine that values, discipline policies and practices are aligned
    • Determine professional development needs regarding effective discipline and classroom management
    • Review supports for students are effective

Establish a schedule and structures for school staff to discuss discipline policies and practices

    • Ensure that African American students are not overrepresented in negative discipline statistics
    • For the purpose of continuous improvement regarding discipline and eliminating ineffective discipline practices.

Examine data to:

    • To communicate effectively with school staff and contribute to planning culturally appropriate strategies
    • Input from African American parents/caregivers

Ensure that students and families have information that they need:

10 of 30

Equitable Access and Inclusion

10

    • Effective instruction supports discipline and helps to prevent
    • Discipline and instruction are reciprocal.

Classroom Management

    • Challenging coursework
    • Real world issues and problem solving
    • Meaningful for students

Rigorous and relevant curriculum

​

    • CTE
    • STEAM
    • Robotics
    • Forensics

Options

11 of 30

Goal 2: Equitable Access and Inclusion for African American Students

What Works: Inclusionary Practices

  1. Individualized planning focused on interests, abilities, talents, needs
  2. Exposure to options for academic, extra-curricular, and CTE programs, and information to choose
  3. Incentives, encouragement, and barrier removal in academics, sports, and other programs

11

12 of 30

Goal 3: Equitable Treatment �for African American Students

12

Adults in the school model interactions that are characterized by acceptance, respect, support, and safety.

Engage students in establishing practices and norms for interactions that reflect acceptance, respect, and safety.

Engage parents and community members to tap into their funds of knowledge to build positive students relationships and establish fair, effective discipline policies and practices.

Establish ways to reward students and promote positive behaviors and engagements.

13 of 30

Equitable Treatment

13

Provide training for school counselors to work effectively and respectfully with African American students

Collaborate with teachers and administrators to use culturally responsive, differentiated strategies to effectively serve African American students

Provide information to African American students and parents to empower them to develop learning plans with established goals.

14 of 30

Goal 2: Build on the Aspirations of African American Students

What Works: Aspirations Framework

  1. Self-worth: belonging, heroes, sense of accomplishment
  2. Engagement: fun/excitement, love of learning, creativity, adventure
  3. Purpose: leadership, responsibility, confidence

Aspirations Framework. R. Quaglia

Teaching Practices. J. Johnson et.al.

14

15 of 30

Goal 3: Equitable Treatment for African American Students

What Works: Nurturing Climate

Caring Enough …

  1. To know and value individual students
  2. To demand excellence and ensure success
  3. To model courtesy and respect
  4. To praise and acknowledge effort as well as achievement

​

​

15

16 of 30

Goal 3: Equitable Treatment for �African American Students

What Works: Fair Treatment

Fairness means:

  1. Clarity of rules, rewards and consequences
  2. Just administration of rewards and consequences
  3. Engagement of students: voice, empowerment and responsiveness

​

​

16

17 of 30

Goal 3: Equitable Treatment for African American Students

What Works: Safe School Environment

Freedom from:

  1. Low expectations
  2. Bullying and violence from teachers and students
  3. Hateful language
  4. Negative stereotyping

17

18 of 30

Goals 4 and 5: �Equitable Resources and Supports

18

Resources include human resources in addition to programs.

Ensure resources are distributed to meet the needs of all student populations

Provide MTSS, SEL, and trauma-informed practices as needed to support achievement and well-being

19 of 30

Goals 4 and 5: Equitable Resources and�Supports

19

Support programs to reduce incidents that lead to suspensions and expulsions

Adult mentors and support programs for students

such as peer counseling

Counselors and counseling support for students regardless of their achievement levels or categorical program enrollment

20 of 30

Goal 6: Shared Responsibility and Accountability for Effective Discipline

20

All stakeholders share responsibility and are accountable for African American student success

Provide support to ensure the capacity of all stakeholders to meet their responsibilities

Stakeholders work together for African American students’ positive outcomes inclusion treatment resources

21 of 30

Goal 6: Responsibility and Accountability for African American Student Success

What Works:

  1. District and school leadership creating a sense of urgency
  2. All adults prepared to support students, ensure equity
  3. Implementation and Improvement Science frameworks

Plan, Do, Study, Act

  1. Monitoring and evaluation systems to ensure success

21

22 of 30

Begin with the end in mind: What do you hope to achieve in transforming the culture of the school?

22

23 of 30

Transforming School Culture to Reduce African American Student Suspensions

23

24 of 30

Six Goals of Transformational Schools

24

High achievement and positive outcomes for all students

Equitable access and inclusion

Equitable treatment

Equitable resource distribution

Equitable opportunities and supports

Shared responsibility and accountability

Adapted from Scott, 2006

25 of 30

Applying the Four Leverage Points to�School and District System Change Processes

​

  • Staff reflection on their practice and learning,
  • Learning to understand students' lived experience,
  • Family and community engagement
  • Constructive developmental strategies to draw students in instead of pushing them out.

​

25

26 of 30

Teamwork Time

​

  • Review the Six Goals.
  • Agree as a team which of the six goals you will address in alignment with your AIM statement.
  • Discuss how to apply the leverage points to inform your efforts to reach these goals.

​

26

27 of 30

Table Talk

Of the ideas that were just presented, discuss:

  • Which goal(s) your team will address.
  • How you will apply the leverage points to address your goal(s).

​

28 of 30

Wrap Up

  • Questions
  • Final comments

28

29 of 30

RESOURCES

Aspirations Framework. Quaglia Institute. Retrieved 01/20/25. http://quagliainstitute.org/qisva/framework/index.jsp

​

Black Minds Matter: Supporting the Educational Success of Black Children in California.

EdTrust West. 2015.

​

Six Goals of Equity. B. Scott. 2006. Intercultural Development Research Association.

Retrieved 01/25/25. https://www.idra.org/resource-center/six-goals-of-educational-equity-infographic/

​

Teaching Practices from America’s Best Urban Schools.

Johnson, Joseph F., Jr.; Perez, Lynne G.; Uline, Cynthia L. Eye on Education. 2013.

​

When Black Students Excel.

Johnson, Joseph F., Jr.; Uline, Cynthia L.; Munro, Stanley, Jr. Eye on Education. 2022.

​

29

30 of 30

Thank you.

WestEd is a nonpartisan, nonprofit agency that conducts and applies research, develops evidence-based solutions, and provides services and resources in the realms of education, human development, and related fields, with the end goal of improving outcomes and ensuring equity for individuals from infancy through adulthood. For more information, visit WestEd.org.

​

A Project of

©WestEd 2024. The contents of the presentation were developed by the Western Educational Equity Assistance Center (WEEAC) at WestEd under a grant from the U.S. Department of Education. The contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government. CC-BY-NC-SA.