Equity & Restorative Justice

Destination Graduation—and a good and fair life for all!

MTCS Definition of Equity: MTCS believes equity provides historically disenfranchised students the opportunity for an education whereby they have access to the resources and opportunities that will elevate them holistically and empower them to advocate for meaningful and intentional work. We recognize that eliminating barriers requires daily reflection, engagement and practice. We commit to actively dismantling internal systems of oppression, leveling professional power and valuing the assets of difference.

Minnesota Transitions Charter School is committed to keeping students learning and in school, and that means tackling difficult things like racial equity and resolving conflict.  Understanding how conflict is resolved, and making sure that justice runs deep in how staff and students understand and relate to each other, is at the core of keeping students thriving and in school and will positively impact student life.

Restorative Practice:  Circles

Student and staff circles is where student issues and consequences are resolved.  It is also a place where students doing the right thing is pointed out.  Justice is reached in conversation and sharing—and it is making a strong and positive impact on keeping kids in school and learning from mistakes.

  • Suspension rates are dropping since last year
  • Student attendance and engagement are rising
  • Culture is inclusive and positive
  • Students and staff feel heard and understood

These trends will continue, and will be measured and reported to families, staff and the community.

Race Equity:

Race equity team organized to build a cross school effort to create respectful learning environments where racial and ethnic diversity is seen, understood, valued and action motivated.  The team, comprised of staff from all programs and a variety of position types, is creating a school-wide policy at MTCS.

  • Creating Race equity policy that will formalize the approach and measure the results of the work.
  • Learning, reading
  • Engaging in meaningful conversation with each other about changing
  • Growing culturally proficient systems, policy and curriculum

Students and staff will work together, building toward greater equity and inclusion.