As an instructional coach in the Robbinsdale Area School District, I would like to offer a counter narrative to "Suspensions down, disruptions up" (Nov. 20).

In March, I was in a room with over 100 community members from the Robbinsdale and Osseo school districts, and heard testimony from teachers and parents about the need for a reduction in suspensions. In this public meeting convened by the ISAIAH organization, district leadership as well as public officials spoke to the need to re-examine the practice of excluding students from their education as a consequence for behavior. Data have shown a disproportionate number of suspensions of students of color in both districts, and speakers attested to the negative impacts the practice of suspending students had on both the students who were suspended and on the broader school community.

Leaders from Robbinsdale and Osseo committed to explore the possibility of using Alternatives to Suspensions (ATS), and a joint committee was formed to consider what a reduction in nonviolent suspensions would look like in each district.

I had the opportunity to present at the Robbinsdale ATS task force meeting in April, where we examined restorative justice, Positive Behavioral Interventions and Supports (PBIS), mandatory courses in conflict resolution and other practices that would more effectively address problem behaviors. Many of these practices were already being utilized in Robbinsdale schools, particularly at the middle- and high-school levels. After multiple discussions, data analysis, research and the development of in-school alternatives, the district laid out expectations this fall that students would not be suspended for nonviolent behaviors.

While this decision is a departure from a traditional approach to school discipline, it is far more logical. In my first years of teaching, I had a student who was caught looking at an inappropriate website and was suspended for two days. When he returned, he was behind in his schoolwork, disconnected from his peers and the classroom community, and I can only imagine how he spent his days at home with minimal supervision.

If we were truly concerned about gang affiliation, drug use and other now "nonviolent" behaviors, we would recognize that sending students out into the community unsupervised is not a punishment and does nothing to correct the behavior.

That does not mean that students who exhibit negative behaviors should be excused from consequences or should remain in a setting that would compromise the education of their peers. Rather, we need to utilize programs within the schools to help students develop better self-control and self-regulation so that they are able to get back on track.

Taking steps to reduce suspensions is a courageous effort by district leadership, and it demonstrates their commitment to the education of all students. Rather than further perpetuating the school-to-prison pipeline by criminalizing student behavior and further disconnecting these students from the school, ATS enables schools to teach students positive behaviors and maintain a strong sense of community. While some teachers might find this shift challenging, their experiences are not representative of the district as a whole.

At our school's last staff meeting, our PBIS coach shared that we had a drastic reduction in office discipline referrals. We know this was due to intentional work on the part of teachers to examine our own mind-sets about students and to develop positive supports within the classroom and school. We know this shift is benefiting all students and disrupting a practice that has marginalized students of color for too long. We are proud to be a part of this work. We know that we are truly making a difference for our students and our community.

Katie Stennes is an instructional coach in the Robbinsdale Area School District.