District equity leaders describe restorative-practices gains, promote May 2 Diversity Night

The district’s equity leaders told the Franklin Community Relations Committee that multi-year training in culturally responsive instruction and restorative practices has raised teacher self-efficacy and coincides with declines in suspensions and discipline incidents.

Rania Saba, a fourth-grade math teacher at Carnegie Road School and a teacher equity leader, said she and other equity leaders coach teachers across content areas to validate students’ cultural identities and to connect home and school. “I currently teach fourth grade math at Carnegie Road School,” she said, and described classroom changes — for example, using survey information and culturally familiar scenarios to design math problems that act as “windows or mirrors” for students.

Committee members were told the district moved from a general equity training to content-area equity leaders; David, identified in the meeting as the supervisor of equity and inclusion, said teacher self-efficacy rose from 34% at baseline, to 57% at midpoint, and is now above 75% in the most recent administration. David also said the district has seen more than a 60% decrease in overall discipline incidents and more than a 70% drop in suspensions at a middle school after expanding restorative-practices training and building a critical mass of trained staff.

Why it matters: the presenters argued that keeping students in classrooms and increasing their sense of belonging supports academic achievement. David summarized the district’s approach: build teacher capacity for culturally responsive instruction, strengthen climate and culture with restorative practices, then measure student belonging and academic outcomes.

Committee members asked how student outcomes are measured. David said the district used the Panorama survey for three years and reported a 6% increase in student belonging; the district has switched to the New Jersey School Climate Improvement platform (NJ Sky) and reported a student-belonging baseline of about 2.89 on that platform’s four-point scale. When asked about subgroup breakdowns, presenters said Panorama provided those comparisons but NJ Sky does not directly provide the same benchmarking; staff said they will consult NJ Sky administrators for estimates.

Rania described specific classroom practices and family engagement work: teachers use student and parent surveys to learn how students prefer to learn and to invite parents to school events; the district convenes a family and parent equity advisory that meets three times a year and informs programming such as the diversity festival. She said building events with multiple entry points (food, student performances, vendor resources, PBIS showcases) helps families participate.

The presenters noted challenges: competing commitments across classroom, school and central office levels, time for sustained implementation, and potential funding pressures tied to pending budget cuts. David said the district will prioritize a few sustained efforts so “the main thing” remains central amid resource constraints.

The presentation closed with promotion of the district’s Diversity Night festival on Friday, May 2, a community event with student performances, a “Taste of Franklin” food area, games, PBIS showcases and cultural arts participation. Staff said the flyer is posted on the township website and will be shared with committee members for community distribution.

The committee did not take formal votes on the equity items; the presentation served as an informational briefing.