Having tackled student discipline in the Los Angeles Unified School District, board member Mónica García talked about the issue at the White House as part of a national convening organized by the Obama Administration.

García, assistant superintendent Earl Perkins and an administrator, Jose Huerta, were invited to participate in “Rethink Discipline,” a daylong discussion on ways to reduce disciplinary incidents and foster safe and supportive school environments. Garfield High School teacher Antonio Márquez and Jasmin Malinao, a project management administrator for the district, joined them. Hundreds of other educational leaders from around the country attended the seminar, along with youth advocates, researchers and state and community officials.

In 2013, García authored the School Climate Bill of Rights, a resolution that ended “willful defiance” suspensions in LAUSD and led to the development of restorative justice programs. California Legislature passed in 2014 later limiting “willful defiance” suspensions, saying the practice was used disproportionately to discipline minority students statewide.

“School discipline policies of the past were a pathway to poverty, a pipeline to prison, and sometimes a death sentence,” García said. “At LAUSD, our goal is to strengthen the relationships that increase academic achievement and lead to successful college and career-ready graduates. We are unafraid of implementing policies that provide students the schools they and their families deserve.”

García praised the district’s school police department for its truancy-diversion program, as well as efforts by the local criminal justice system to offer student violators positive behavior practices as an alternative to punishment.

The number of instructional days lost to suspensions has plummeted since the District changed its approach to student discipline. From 2007-2008, the number of days declined by more than 88 percent, with an additional 59 percent drop by April 2015.

“We believe education is a civil right and we know that our youth are capable of reading, writing, thinking, and believing,” Garcỉa said. “We accept that education is not a commodity for some, but our responsibility to all of our children.”

Márquez said that building positive relationships with students is an essential part of the classroom experience.

“The most important factor in instilling student achievement is creating a genuine connection with them,” he said.

Huerta, operations administrator for Local District East, said he hopes that educational leaders will build on the ideas and recommendations shared at the conference.

“It’s a humbling experience to be at the White House, talking and learning about changing students’ lives with experts leading this work,” Huerta said. “There are over 200 communications and education leaders, scholars and policy influencers who are sharing, learning and challenging our nation to commit to meeting the needs of our youth and strengthening our country.”

The “Rethink Discipline” conference is part of an ongoing effort by the U.S. Departments of Education and Justice to develop and support disciplinary practices that foster safe and productive learning environments that help keep students in school.

“Creating and sustaining safe, supportive schools is absolutely essential to ensuring students can engage in the rich learning experiences they need for success in college, work and life,” said Education Secretary Arne Duncan. “That’s why rethinking school discipline is critical to boosting student achievement and improving school outcomes.”