When Trina Lutes‑Johnson became principal of Lakeland Hills Elementary School in Auburn last year, she quickly noticed a troubling pattern in the school’s discipline data. Black boys were being referred for disciplinary action at a noticeably higher rate than their peers.
Data revealed a disparity
Statewide Office of Superintendent of Public Instruction (OSPI) report‑card data for the 2024‑2025 school year showed that 6.4% of Black students and 6.2% of students of two or more races faced discipline, compared with 2.9% of Asian students, 2.1% of Hispanic students, and only 1.8% of white students. At Lakeland Hills, where white students comprise 31.1% of the enrollment, the disparity was evident in the school’s own Skyward tracking system.
Equity walks to uncover the cause
Lutes‑Johnson turned to the Auburn School District’s equity resources. Superintendent Alan Spicciati, Assistant Superintendent Isaiah Johnson, members of the school cabinet and students conducted “equity walks,” observing classrooms and common areas for culturally responsive teaching practices identified by consultant Gary Howard.
The walks highlighted two key concepts: “front porch practices,” which ensure students see themselves reflected in the school’s visual environment and feel personally welcomed, and deeper curriculum and classroom‑management practices. The team decided to focus on the latter, especially restorative discipline.
Restorative discipline in action
Restorative discipline emphasizes communication over public shaming. Instead of calling a student out by name for being off‑task, staff use a calm physical presence or a private conversation to understand the underlying issue. Lutes‑Johnson explained, “Behavior is a message. When we pause to listen, most of the time we can talk the child down and get them back on track.”
During the equity walks, the team observed no disciplinary incidents, a sign that the school’s climate was improving. However, a deeper dive into incident reports revealed that most referrals originated during unstructured times such as recess and gym, where conflicts often arise.
Hiring a community voice
To address the playground hotspot, Lutes‑Johnson hired Isaiah Robinson, a Black youth pastor and parent of a second‑grader at the school, as a long‑term substitute and special‑education paraeducator. Robinson now serves as a full‑time recess supervisor, providing a consistent adult presence for students.
Robinson said his dual role lets him build relationships both inside the classroom and on the playground. “Kids want to know you’ll show up consistently,” he noted. He also highlighted the importance of representation, stating, “We want Black and brown kids to feel seen, and having an African‑American man on the playground helps.”
Building a supportive environment
Robinson emphasized that many students face challenging home situations, and a steady, caring adult can make a difference. He teaches children to recognize anger and frustration as normal feelings while encouraging them to respond with character.
He also addressed the reality that Black students often confront different societal standards, saying, “Because you and I are African‑American, there are laws that weren’t built for people like us.” By having honest conversations, the school aims to equip students with the tools to navigate those challenges.
Early results and next steps
Since Robinson began his recess duties, the school has seen fewer large conflicts during unstructured times. Lutes‑Johnson and the equity team plan to continue monitoring data, expand restorative practices, and ensure staff diversity reflects the community’s makeup.
The effort at Lakeland Hills illustrates how a local school can use data‑driven equity walks, restorative discipline, and community hiring to create a more inclusive environment for all children.
Original reporting: Renton Reporter — read the source article.
