A new normal: - Maintaining high expectations and flexibility for high school students Abstract

A teacher reported that the school has “completely change[d] our discipline system to be restorative rather than punitive.” A counselor noted that now, if a teacher sends a student out of the room, there’s an expectation that the teacher and student will meet soon after the incident for a “restorative circle” to share each of their perspectives, reaffirm the relationship between them, and make a p. [...] “Coming to school and not being in the best mood because you’re not where you want to be i n one of your classes or you’re behind in a few of them and you don’t really have time to catch up, the adults here and the staff here are very, very supportive. [...] And it just felt like the workload and the caseload was very demanding.” - Student Administrators and students told us how in the end, the issues with the calculus course were mitigated by hiring a teacher to oversee the online program and support students’ progress with classroom material. [...] An administrator said the school is prioritizing time to reflect on the complexities of how one’s identity markers can impact the way students perceive adult authority figures in their life, and explained: “Some folks are saying, well, it’s a lot easier for you as a white man to hold this line with students because students are more conditioned to listen to you than me, a Black man. [...] It’s a rich conversation, and one that’s … going to illuminate who perceives themselves as a really powerful presence in the community.” - Central office leader In schools committed to educational equity and justice, like KALC, it’s a truism that for students to have equal opportunities for success, the school must simultaneously uphold high expectations and provide robust support for students to.