Jim: Coming up on Inside California Education:
Solomae: I think it is really fun to like take
control of the room and have everybody hear your
opinion on everything.
Jim: How debate classes and competitions are
helping students boost their confidence and
public speaking skills.
(singing)
Oakland schoolchildren practice a philosophy
known as Restorative Justice.
See how it's helping reduce conflicts and
suspensions, while also building friendships.
Zach: Ok, you're on the no activities list.
You know how to get off that, right?
Jim: Experience a day in the
life of a school secretary.
Maria: Oh. Que bien.
Jim: And a shortage of bilingual teachers is
driving districts to recruit teachers from
other states... and even other countries.
I'm Jim Finnerty.
It's all coming up on Inside California Education.
Annc: Funding for Inside California Education is
made possible by:
Since 1985, the California Lottery
has raised more than $32 billion dollars
in supplemental funding for California's
11-hundred public school districts from
kindergarten through college.
That's approximately $191 dollars for each full-time
student based on $1.5 billion contributed in
fiscal year 2016-17.
With caring teachers, committed administrators,
and active parents, every public school student can
realize their dreams.
The California Lottery: Imagine the Possibilities.
The Stuart Foundation: Improving life outcomes
for young people through education.
♪♪
Jim: Thanks for joining us on
Inside California Education.
Students often select schools based on a
strength, such as a winning a football team or
musical program.
Well add one more reason to pick
a particular school: Debate.
Even middle school students are seeking out
programs that will help them win the argument.
Tim Daly takes us to a school in Sacramento with
an award-winning debate team.
♪♪
Student: More people than ever are discovering public land as a
place as a place to be connected with nature and each other.
Student: Yes, I'd say that's something
you could really try to do.
Michael: Debating is listening to how the other team
is casing it and you can always respond in that kind of...
Tim: It might seem the teacher in this class
has lost control, with middle schoolers making
this much noise, creating what seems like chaos.
But Michael Baradat wouldn't have
it any other way.
Michael: I love my job, it's the greatest.
It really is, sorry.
Um, it's working with people that you know are
going to do something amazing later on.
Tim: Mr. Baradat gets emotional because the
people he works with are just 12 and 13 years old,
and they're just as passionate about speech
and debate as he is.
Solomae: I like the attention.
I think it's really fun to like take control of the
room and have everybody hear your
opinion on everything.
Holden: The fact that I get to use my voice and
I get to talk to people and share my opinions,
and it's just a great thing and
it makes me feel good.
Tim: This is Sacramento's Sutter Middle School.
These boys and girls are on the Sutter Speech and
Debate team, and the energy in the room is
especially high because in just 3 days, the team will
compete against the other 8 schools that make up the
Capitol Region Debate League.
Maddox: The things we're going to talk about on
Saturday are, driverless cars will
do more harm than good.
Uh, electronic ballots should
replace traditional ballots.
Middle schools and high schools should abolish the
dress code and public lands should not be used
for private interest.
Tim: The enthusiasm of the kids as they prepare for
the upcoming tournament, the news clippings on the
wall, and the dozens of trophies on top of a
bookshelf are pretty solid evidence that speech
and debate is a big deal at Sutter Middle School.
One of those trophies, is for the
2009 National Championship.
The Sutter team was co-national champs in 2016.
Michael: I've had a number of kids, they'll come and
visit the school in December.
They'll visit the debate class, and say that's the
class I want to be in.
Tim: Their principal played college basketball
- she sees the same competitive drive among
12 and 13 year olds when it comes to
speech and debate.
Cristin: Those kids are amazing.
The way they can articulate all their
thoughts and arguments and how passionately they
argue them, I was floored when I first saw it.
Michael: They love the competitions.
They're required to compete in one tournament
per quarter.
Most of the kids compete in every competition that
they possibly can.
Holden: The competition part is one of my favorites.
I love competition, especially when I win.
When I win, I'm super happy,
when I lose, not so much.
Zahra: You have to think of different ways to
persuade a judge about the topics.
So you're definitely going to have to appeal to the
judge, at the same time destroying
your opponents' points.
Tim: But it's not just for the competition
on Saturdays or the trophies that result.
These kids recognize the value of forming an
argument, and then having the courage
to speak in public.
Maddox: So I was really bad at going up on a
stage, speaking to people and presenting stuff.
So, I always felt doing speech and debate would
improve my skills in going up on a stage
and talking.
Solomae: I had like really low self confidence, like
I just didn't have the confidence to go up and
present in front of class, but now that I've done
debate, I have so much confidence, and I'm not
really afraid to do class presentations anymore.
Tim: It's no surprise parents are on board.
National studies have shown debate participants
with higher reading scores, higher test
scores, and higher graduation rates.
The Chicago Debate League learned over a 10 year
period, among high risk students - 72 percent of
debaters graduated from high school, compared to
43 percent of non-debaters.
And the same study showed debaters increased their
GPA by nearly half a grade point.
Non debaters stayed roughly the same.
Anitha: This is like a lifetime skill I feel.
You know, any job you work, or anywhere you go,
if you know to speak well, and present yourself,
people will listen to you.
Tad: I think it's such a great way to get them in
front of the classroom, to stand in front of their
peers, and actually debate.
It's so exhausting, yet so rewarding,
it's a wonderful thing.
Tim: So how could speech and debate ever be
considered exhausting?
Michael: Shake their hand, introduce yourselves,
and wish them good luck.
All right, have a good day.
Tim: It's 8 o'clock on the day of the tournament.
144 kids from 9 schools are drilling each other,
or themselves, on the arguments they'll have to
present or dispute.
Solomae is in her own
little world getting ready.
It seems she'll walk a half mile in the cafeteria
before the debates even begin.
Now here's why there's so much nervousness.
Though the kids know the 4 topics they'll speak on,
they don't know if they'll be for or against -
or in debate terms, the proposition or opposition.
That's why there's such a rush to see the topics
and team assignments, when they're posted.
Then the room turns quiet - because now they have
20 minutes to prepare for the 1st debate -
they'll debate all 4 topics before the day is over.
Student: Judge 1.2 million people are killed
every year on roads, worldwide.
Tim: For Solomae, Renee and Gallena -
They're pro driverless cars.
Student: Humans are no good at driving.
The 1.2 million people killed every year
are proof of that
Solomae: If about 90 percent of American
roads were driverless, 1.3 million to 6 million lives
would be saved, and that's just in America.
Tim: The girls frantically take notes when the other
team speaks, because they're preparing their
responses - and because they're allowed to
interrupt, either with a heckle, which involves
just a few words.
(interrupts )
Tim: Or they stand to offer a
point of information...
Salomae: Losing jobs does not outweigh the
amount of lives...
Tim: Now the speaker decides to allow the point
of information or deny.
It's whatever might score more points
with the judge.
Michael: It's about listening, and then taking
what the other person said, and turning it in
your favor.
So that's the brains part of it, that's the
chess match part of it.
But then it's saying it with confidence and
conviction, to look directly at the judge and
tell the judge why your point of view matters more
than your opponent's point of view.
Student: Electronic voting should replace
traditional ballots.
Student: They have provided no evidence whatsoever.
Tim: It's 4:30, the debates are finished -
the judges have turned in the scores.
(announcement, applause)
Tim: The kids get recognized
for their individual skills,
teams are honored for the most wins.
(more applause)
Tim: Just a couple days after this tournament,
the students were given the next 4 topics to
study up on - with another tournament, and another
batch of trophies, just 8 weeks away.
Narr: One of the oldest student debating societies
was established in 1769 by President James Madison
while he was a student at Princeton University.
It's a tradition that still going strong at
Princeton and at schools across the country.
It's considered a way for students to sharpen their
critical thinking and academic skills.
Jim: A growing number of school districts are adopting a
philosophy known as Restorative Justice
in their schools.
Many use it as an alternative to discipline
and suspensions.
In Oakland, it's used to solve conflicts - but also
as a preventive tool to build community.
Christina Salerno shows us what Restorative Justice
looks like at one Oakland elementary school.
(children singing)
"With my mind I greet you,
ashay ashay.
With my voice I greet you, ashay asahy."
Nimat: What chanting does, it helps
to build community.
It helps to build unity.
It helps to build one voice.
And you also notice one single voice may rise
out of the group as a call and then a response.
Student: I am!
(together) Somebody!
And I won't be something for nobody.
I got my fist in the air, I'm moving my feet, I got
love for my people and it starts with me!
Christina: Reach Academy is a public school in
Oakland in an area that's seen
its share of violence.
Nimat: Because of the trauma and the history
just in Oakland itself and particularly in this area,
there's a lot of trauma.
There's a lot that needs to be restored.
Christina: Nimat Shaheed is what's known as a
Restorative Justice Practitioner.
She's one of about 30 employed by the
Oakland Unified School District.
Restorative Justice is a set of practices that
varies in schools across the country.
In Oakland, it's used to build community as well
as to resolve conflicts and provide individual
support to students who need it most.
David: The school board passed a resolution in early
2010 saying this we should use this to
intentionally move away from our
racial disproportionate discipline, specifically
of African American students.
In Oakland, there's Restorative Justice
happening all over.
It's not just in the schools.
The seeds were planted long ago,
the Black Panther party, this is a
legacy of that movement,
the social justice movement in Oakland.
And so we decided to take this, really, a holistic
philosophy and break it into the three tiers.
Tier 1, Tier 2, and Tier 3.
Student: And helping others
when they need it.
Natasha: Restorative Justice is a practice that
really supports every child in terms
of being successful.
Student: And our second question is on a mood scale from
one to ten, how do you feel right now?
Natasha: It starts off with our morning circles
and our closing circles.
And it's a way to sort of, you know,
set the tone for the day.
Christina: 90 percent of the Restorative Justice in
Oakland schools is happening in these types of
classroom circles.
That's Tier 1.
The topics change day to day, but one rule is firm
- only the person with the talking piece
has the floor.
Student: And I'm similar to Rejan because
we both play football.
And I'm similar to Nimaya because we both
do crazy things.
Doneishyah: It means getting along with my
classmates, sharing our feelings, getting to know
each other.
It makes me more comfortable.
To know that there's people that have stuff in
common with me and that some of them are nice and
they wanna be your friend.
Ytsel: I was scared at the beginning, but school got
better to me and I like school.
It means a lot to me cause I get to learn about my
whole community, my peers, and everybody in my class.
It helps me know about them.
Jessica: When students are able to relate to each
other and find those common grounds, then it
helps to eliminate any issues that might arise
with that many personalities.
We also use the circles for conflict resolution.
And finding ways to keep what's happening at home
and what's happening on the yard and what happened
in the cafeteria, keeping it out of the classroom.
Student: Cause we both eat a lot.
David: It's a way to practice
and learn social and emotional skills,
like self-awareness and social awareness.
Simply sitting there in a circle waiting for your
turn to talk, you're exhibiting so much
social-emotional learning.
Student: Breathe in, breathe out.
Natasha: You should go into classrooms and you
should see students leading the mindfulness.
And so you'll see the students up front.
You'll see the students leading the affirmations.
Student: When you can no longer hear the bell,
please open your eyes.
(bell)
Natasha: Those affirmations,
"I have the power to make wise choices.
I have the power to make wise choices,"
is a way of reaffirming that
our students do have ownership
over their learning.
Christina: While classroom circles are powerful,
sometimes more direct intervention is needed.
Restorative Justice is a tool to start the process
of healing between a victim and offender.
Natasha: So when you think now about how they felt...
David: Tier 2 are when students have been in a conflict,
or there's been a harm.
It's a way to to have dialogue with all the
impacted parties around what happened.
Ultimately what can be done to make it right.
Natasha: When put your hands on their bodies and
invaded their personal space?
How do you think they felt now?
What do you think about now?
Student: Mad.
Natasha: You think they felt mad, right?
Do you feel like that was a wise choice?
Student: No.
Natasha: Okay, so what would you say to them,
you would tell them what?
Natasha: A school that had over 20% percent chronic
absence rate, a school that had a soaring
suspension rate, a school that had
over 500 universal office referrals,
we've seen that cut in half.
And so it's made a huge difference.
It's really important that we all have a safe...
Christina: The final tier - Tier 3 -
is individualized support for a student.
This circle of adults are all here for Cedric,
a high schooler who is coming back to the school
after being incarcerated.
-I need you to believe, when everyone in this room
say they are here for you.
Cedric: My mom and my dad was there.
I feel like just cancelling this and being
like, nah, I'm good.
It was too much attention.
David: It's really as a way, just a way to
welcome them to school.
Umm and support them in ways that they need
to be successful.
-Let some of us worry about that load,
but you got to tell us.
Cedric: I started noticing that y'all was
here to help me.
And see what was going on in my head.
That touched me.
That touched me, and made me feel like I can do it.
♪♪
Natasha: Our goal is to prepare our students with
the 21st century you know competencies, skills, and
dispositions that they're going to need to not only
survive in this world but to thrive.
And what does that mean to be college
and career ready?
So for us, Restorative Justice and Restorative
practices is a way to ensure that we level the
playing field, especially as it relates to equity,
access and accountability so that all of our
children have a pathway uh to ensure that they're
being successful.
(children singing) Goodbye, goodbye!
G-o-o-d-b-y-e!
Goodbye, goodbye!
Narr: Restorative Justice appears to be making a
difference in Oakland schools.
Suspensions have dropped by 50 percent across the
district since 2011.
Meanwhile, graduation rates are up at schools
with Restorative Justice when compared to schools
without the program.
Jim: Still ahead on Inside California Education:
Dual immersion programs are taking off in California
but are there enough teachers to staff them?
That's next.
But first, a day in the life of a school secretary.
Zach: Okay, you're on the no activities list.
You know how to get off that, right?
Wednesday afternoon, okay?
85% of my day is unplanned.
I have a task list of stuff I need to get done
each day and then get peppered with a lot of
other things that come up.
Do you have a color picked out
for next term's tardy slips?
My name is Zach Moritz.
We're at Monterey Trail High School.
I'm the school secretary here.
I basically handle lots of information that people
don't know what to do with, or they don't know
who to ask.
Alright, here you go girls.
Students: Thank you.
Zach: And I funnel a lot of information and people to
the directions they need to go, basically
running the behind-the-scenes stuff at
the school to make sure everything goes
smoothly day-to-day.
Student: And this is Lauren and Lisa with your
morning announcements.
Good morning!
Zach: We're a customer service entity, right?
We're providing a service, we're providing an
education and it's important to us that we're
providing a good one and the customer service side
of that is we want parents and students happy.
Erik Swanson is a great principal.
He has phenomenal repoire with all of our staff and
students and their families. We have a very
good routine that we go through each day just to
get him and I prepped for the day.
Get him the information he needs to function through
all his meetings and everything that's going
on, get me set up to function through all of
the work and tasks that he has me doing throughout the day.
Did you actually work on that?
Erik: Yes, I revised it a bit.
Zach: I love my job especially at this site because of
the people I work with.
-Oh thank you so much.
Have a good day.
Zach: You too.
-Thank you for being amazing!
Zach: Thank you for being amazing!
And we have a great time with the students.
The students are happy here.
They love how much the staff here cares about them.
It's a good healthy environment for
people to work and learn.
And that's what a good public-school education
is all about.
Jim: You know, it wasn't too many years ago
that there were so many young people entering the
teaching profession, there weren't enough jobs
for them all.
Today, for a variety of reasons, there's a
shortage of teachers - and it's especially hard to
find bilingual teachers for California's kids.
Tim Daly looks at the unusual steps being taken
by one district to attract teachers who are
proficient in more than one language.
♪♪
(teachers with kids)
Maria: Como se lama?
Julie: My husband and I are both bilingual and
being able to speak both languages has resulted,
very beneficial for us, not only in our personal
lives but also in our employment.
Tim: Julie and her husband Elias
say their bilingual skills have helped them
thrive in today's multi-cultural world.
That's why their sentiments echo those
found on this sign in front of
Sunset Elementary School in Fresno.
And it's why their son Elias, the third,
a second grader, attends Sunset even though
the family doesn't live in this part of town.
Julie: We belong to another district and they
don't offer dual immersion programs, so we decided
that we wanted him in the program and we transferred
him to Fresno Unified.
Tim: Bilingual education is making sure
non-English speakers get the tools
they need to catch up.
Dual Immersion takes it a step further - not just
making sure Spanish speakers learn English.
English speakers at Sunset will be fully competent in
Spanish when they leave 6th grade.
Anna: It's getting them ready for the world,
to prepare them to be college and career ready.
So if you have an applicant who only speaks
one language, versus an applicant who speaks two
languages, the one that has both languages would
have an advantage.
Tim: But there's a challenge in
accommodating all those families seeking bilingual
education for their kids.
Districts like Fresno are struggling to find
qualified bilingual teachers amid a
statewide teacher shortage.
Maria: There was a period where we had enough
teachers, so there was a surplus for a little bit,
and so then, people were discouraged from getting
into the field.
And then, definitely, financially, we know that
teaching is a challenging position, it's a
challenging complex job.
Maria: Que bien.
Tim: One other reason bilingual programs are
growing, leading to that shortage of credentialed
bilingual teachers: the passage of
Proposition 58 in 2016.
Voters agreed to roll back restrictions on
bilingual education.
That made it easier for schools to establish
bilingual and dual immersion programs, both
for English learners and native English speakers
who want to learn a second language.
So districts like Fresno hit the road to recruit
bilingual teachers from wherever
they can be found.
Maria: We have been in Texas, we have been in
Arizona, our district has always been represented at
the fairs in L.A., some big places where there's a
lot of opportunity.
Additionally, we recruited five teachers
from Mexico last year.
Tim: Maria Gonzalez-Ramos, is one of
Fresno's bilingual teachers from Mexico.
She moved 2,200 miles to take a job at Sunset,
teaching at the kindergarten level.
Maria: I like all the staff and technology.
Of course, the pay is more than in Mexico.
I have support, and I have trainings.
I can increase like a teacher.
Tim: Other teachers from Mexico
also treasure the support from staff, and healthier
budgets for educational resources.
Anna: They've been very pleased at the supports,
they're like oh my gosh we have so many resources
here they don't have in Mexico.
"We don't have a copy machine,
we don't have these textbooks".
They're just like overwhelmed at how many
resources that students here and teachers
have access to.
Tim: Now the challenge for
Fresno administrators, considering shortages are
a statewide problem, is to convince those teachers
from Mexico, Texas and Arizona
that this is where they belong.
Maria: We talk about how they'll feel welcome
because of our diversity.
We talk about the fact we provide a lot of support
through instructional coaching.
Tim: The support offered in Fresno includes tuition
assistance for teachers needing more formal
training to become credentialed as bilingual.
Looking ahead, the school district plans to add
six more dual immersion programs at local schools.
So the recruiting trips will continue - with the
hope that, as it grows, bilingual education will
provide keys to the future to even more students like
Julie's son.
Julie: We have Mexican heritage and a lot of our
older family members do not speak English.
And it was important for us to ensure that our son
was able to speak both languages so that he could
not only communicate with them, but also have a
better future.
♪♪
Jim: That's it for this edition
of Inside California Education.
Now if you'd like more information about the
program, easy to get.
Log on to our website insidecaled.org.
We have video from all of our shows, and you can
connect with us on social media as well.
Thanks for joining us.
We'll see you next time on
Inside California Education.
♪♪
♪♪
Annc: Funding for Inside California Education
is made possible by...
Since 1985, the California Lottery has raised more
than $32 billion dollars in supplemental funding
for California's 11-hundred public school
districts from kindergarten through college.
That's approximately $191 for each full-time student
based on $1.5 billion contributed in
fiscal year 2016-17.
With caring teachers, committed administrators,
and active parents, every public school student can
realize their dreams.
The California Lottery: Imagine the Possibilities.
Dr. Pascal: So, Greg, it's a lot to take in.
And I know that's hard to hear.
But the doctors caught it early.
Hi, Blake.
My dad has cancer.
And I know how hard that is to hear.
But you are in the right place.
Dr. Pascal and her team, they know what to do.
They know what to do.
The doctors know what to do.
So here's the plan.
First off, we're going to give you (fades out).
♪♪
The Stuart Foundation: Improving Life Outcomes
for Young People through Education.
Additional funding for Inside California Education
is made possible by these organizations supporting
public education.
♪♪
For more infomation >> Orange County cities want out of California sanctuary law - Duration: 5:40. 
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