An Ounce of Prevention and a Pound of Cure: Restoring ... · An Ounce of Prevention and a Pound of...
Transcript of An Ounce of Prevention and a Pound of Cure: Restoring ... · An Ounce of Prevention and a Pound of...
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An Ounce of Prevention
and a Pound of Cure: Restoring Relationships &
Fostering UnderstandingTHE PURPOSE OF THIS SESSION IS FOR PARTICIPANTS TO REFLECT UPON HOW THE IMPACT OF PUNITIVE DISCIPLINARY ACTION CAN UNDERMINE A COMMUNITY’S EFFORTS TO
ENSURE A SENSE OF BELONGING FOR ALL CHILDREN THEY SERVE. WE WILL DO THIS BY
INTRODUCING AND EXPLAINING HOW RESTORATIVE DISCIPLINARY PRACTICES CAN IMPROVE OUTCOMES FOR STUDENTS WHILE OFFERING MORE TOOLS TO TEACHERS AND
ADMINISTRATORS SO THAT STUDENTS FEEL CONNECTED TO THE SCHOOL COMMUNITY.
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An Ounce of Prevention and a Pound of Cure: Restoring Relationships & Fostering Understanding
COURTNEY DAIKOS
CHRIS CRONAS
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Courtney Daikos Chris Cronas
Continua Consulting Group, LLC 2019
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Who is in the room?
Teachers
Principals/Aps
SSAs- psychologists, social workers, counselors
Para-professionals
Central Office Leaders
Community Based Organizations
Other?
Early Ed
Elementary
Secondary
K-12
Post-Secondary
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o r o u s, D i ff e r e n t i a t e d , Co r e C
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Co n t i n u a Co n s u l t i n g Gr o u p , LLC
Social
Emotional
Learning
(SEL)
Common
Language &
Expectations
Regulation:
Emotional &
Physiological
Restorative
Practice
Community
Engagement
& Integration
ACEs
Understanding
(trauma
informed)
Culturally
Responsive or
Identity Safe
Pedagogy
Universal
Screening &
Data Driven
Practices
Leadership
Relationship
Values
Vision
Trauma-Informed Multi-Tiered Systems of Support
Tier 1 Main Components
Trauma informed Tier 1 for Schools
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Outcomes for this presentation: Participants will:
Reflect upon your disciplinary stance and how it does or
does not model restorative beliefs
Reflect upon current structures for Restorative Practices at
tiers 1, 2 and 3 in your school
Learn about fundamental, universal (pre) restorative
practices at tier 1 to set the foundation for tiers 2 and 3
Asses current levels of Tier 1 implementation for Restorative
Practices
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Agenda
10-10:05 Welcome & Agenda review
10:05-10:15 Why Restorative Practices?
10:15-10:30 Social Discipline Window
10:30-10:55 Natural & Logical Consequences
10:55-11:10 Use of Restorative Questions to Repair @ all 3 tiers
11:10-11:25 Reflection for your site: closing circle
11:25-11:30 Q/A & Next Steps
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Dirty Pond
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What does the research say…
[R]eliance on punishment as a social regulator is problematic because it shames and stigmatizes wrongdoers, pushes them into a negative societal subculture and fails to change their behavior.
(Glaser, 1964; Braithwaite, 1989)
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US & Global data on Incarceration Rates per
100,000 people
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We Lead the World
for Incarcerating Children
The United States leads the industrialized world in the number and percentage of children it locks up in juvenile detention facilities
Over 60,000 children jailed or imprisoned in 2011
More than 95,000 children were sent to adult jails and prisons in 2011
https://www.hrw.org/world-report/2016/children-behind-bars
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Disproportionality
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Confined Youth –Published 2019
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Students are 5 times more likely to
drop out, 6 times more likely to
repeat a grade, and 3 times more
likely to have contact with the
juvenile justice system if suspended
just once.
Sources: 2012 Civil Rights Data Collection (CRDC) and the Breaking Schools’ Rules
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Foundational
Concepts for
Restorative
Schools
Social Discipline Window
Constructivist Practices
Co-constructed norms for
both students and adults
Natural and Logical Consequences
Universal SELCommon language and
strategies to describe emotions
Relational Capacity: Strategies to Establish,
Maintain and Restore relationships
Restorative Questions to Respond to Harm
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Social Discipline Window
Provides four approaches to maintaining social norms and behavioral boundaries
“[H]uman beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than tothem or for them.” Wachtel, 2005
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Social Discipline Window
HIGH Control/HIGH Support
Classroom management is consistent, clear and pro-active. Supports for students are scaffolded and embedded.
Students know expectations which are clear, concise, reasonable and reasonably enforced.
Teacher recognizes positive behavior and rewards positive behavior
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Social Discipline Window
LOW Control/HIGH Support
Classroom management is highly inconsistent and expectations are unclear or change. Students in this environment take advantage of situations because the teacher is permissive.
Students know the teacher will not follow through.
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Social Discipline Window
HIGH Control/LOW Support
Classroom management is inconsistent, unclear and reactive. Teachers are seen as punitive or ‘mean’.
Students may know expectations but they are unreasonably enforced.
Teacher recognizes negative behavior and punishes negative behavior
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Social Discipline Window
LOW Control/LOW Support
There is little to no management. Students are not given clear direction behaviorally or academically.
Students do not know expectations which are usually not taught and arbitrarily enforced if they are at all.
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Discipline: Journal Activity
How do you perceive your role when managing
discipline?
What are you staff’s expectations of you and your
role?
What changes, if any, may you need to make as
the ‘head disciplinarian’?
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Constructivist Cultural Practices
Practices such as Co-constructed norms for adult and
student groups help set a culture of trust and belonging
Continua Co-Constructed Norms *process:
Students/teacher or staff collaboratively agree on how to behave/treat each other
Whole group agrees to norms
Norms for how to safely remind each other of agreements are also established (horizontal accountability)
*See Co-Constructed Norms Lesson Guidance in session folder
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Consequences: Natural & Logical
Natural
What naturally occurs as a result of the
action?
Logical
Directly related to the incident
Respectful to student
Reasonable in scope
Immediate
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Examples of Natural vs Logical
Consequences in Life
Natural Consequence
If I slip & fall down the wooden stairs while wearing socks, a natural consequence would be that I bruise my legs & back when I fall and hit the stairs with my body
Logical Consequence
If I slip & fall down the wooden stairs while wearing socks, a logical consequence would be that I wear shoes or just bare feet, not socks, the next time I walk down those slippery stairs
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Discipline
Scenario
Elementary school: 75% white students and 7%
African American students. 5th grade, African
American student gets called the N word by a
white peer and encourages the peer to have a
fight after school. Each student hits the other once, before being intercepted by adults,
neither boys is physically hurt.
Students calm down and discuss the incident
with administrators. Both boys apologize to each other after some mediation and agree not to
fight as planned.
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Discipline
Scenario (cont.)
Neither boys have a history of fighting
White student does not have a history of using dehumanizing or racist language
towards peers
African American student has been
called the N word 3 times by other peers
this school year
Administrators respond to the incident with an exclusionary consequence of
neither student being allowed to attend
a field trip to visit University of Washington
the following day
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Shifting from Exclusion and Punishment, to
Learning and Logical Consequences
Exclusion/Punishment
Loss of opportunity to go to a field
trip for an incident unrelated to
trip
Logical Consequences
How might the administration responded
differently to this incident? What could
have been logical & learning
consequences for both boys?
Logical Consequences are:
Directly related to the incident
Respectful to student
Reasonable in scope
Immediate
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But, What about RECESS??
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The Benefits of Recess
Aside from physical and cognitive benefits, it has been proposed that participation in play can help facilitate the development of social and emotional skills such as cooperative goal setting, teamwork, and emotional regulation.
... Proponents of these ideas have suggested that participation in physically active games during recess is positively associated with pro-social behaviors such as the ability to develop peer relationships, sharing, problem solving, and conflict resolution.
Miyamoto K, Huerta MC, Kubacka K. Fostering social and emotional skills for well-being and social progress. Eur J Educ. 2015; 10.1111/ejed.12118.
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“…children spend approximately 40% of their
waking hours at school and
60% of school districts have no
formal recess policy. Moreover,
only 22% of school districts in the U.S. require daily recess for
elementary school students,
with less than half of these
requiring at least 20 min of
recess per day.”
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5863843/
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Which students typically miss recess?
Students with
Highly Developed Social Problem
Solving Skills?
Students with
Under-Developed Social Problem
Solving Skills?
OR
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Does the DOE Fund Recess?
https://www.health.harvard.edu/exercise-and-fitness/the-importance-of-recess
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Reflection & Discussion
What might be an alternative, logical consequence for students, rather than loss of recess (or detention in
secondary)
- Student does not complete work
- Student says inappropriate language, repeatedly
- Student refuses to comply with class activity
- Student is repeatedly late to class
- Student argues with peers
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When might loss of recess actually be
logical?
… and when loss of recess is a logical/related consequence, how will the student’s physical regulation needs be met- i.e. replacement or alternative
recess?
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Establish-Maintain-Restore is an approach that enables teachers & support staff to reflect on the their relationship status with each student and strategically and intentionally guide their interactions with students
• Intentionallybuilding positive relationships
Establish
• Keepingrelationships intact through ongoing positive interactions
Maintain
C. Cook, PhD, 2016
• Reconnecting with the student after a negative interaction to restore the relationship
Restore
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IIRP Questions for Responding to Harm
Challenging Behavior
What happened?
What were you thinking of at the time?
What have you thought about since?
Who has been affected by what you have done?
In what way have they been affected?
What do you think you need to do to make things right?
To Help those Affected
What did you think when you realized what had happened?
What impact has this incident had on you and others?
What has been the hardest thing for you?
What do you think needs to happen to
make things right?
https://www.iirp.edu/news/time-to-think-using-restorative-questions
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IIRP Questions @ all 3 Tiers
Use at Tier 1
HS 1st period
classroom attendance
conversation
Use at Tier 2
Used by a
classroom teacher to help a group of
students resolve a playground
incident
Use at Tier 3
uUed by an
administrator to support 2 MS
students who got into a fight during
passing
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Restorative Practices
In the T-MTSS
Framework
Constructivist culture practicesClass Meetings
Opening/closing/content related circlesEstablish, Maintain & Restore (EMR) strategies
IIRP Questions
Repair CirclesPeer Mediation
Restorative Discipline for Minor IncidentsIIRP Questions
CBT*
Restorative Justice
for major disciplinary
incidents
IIRP Questions
Culturally Responsive Pedagogy Trauma Informed Practices
*CBT= Cognitive Behavior Therapy
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Tier 1: Sets the stage for tiers 2 and 3
IMPORTANCE OF EMR
STRATEGIES-RELATIONSHIPS
ESTABLISHED AND
CONTINUALLY MAINTAINED
STUDENTS AND
ADULTS HAVE LANGUAGE AND
PRACTICE FOR
SOLVING PROBLEMS TOGETHER
STUDENTS AND
ADULTS HAVE COMMON
LANGUAGE FOR
DESCRIBING EMOTIONS (VIA SEL)
STUDENTS AND
ADULTS FEELING A SENSE OF OWNERSHIP
FOR CLASS AND
SCHOOL NORMS/CULTURE
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Why are
Circles So Important?
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Why class meetings or circles?
To build positive relationships between students
To co-construct and strengthen class culture
To teach authentic compliments (social skills)
To teach authentic problem solving skills
To make decisions as a class community to solve problems that,
without going addressed, will impede or hinder instruction
To encourage student sense of ownership and efficacy
Adapted from Diana Browning Wright, CREATING POSITIVE ENVIRONMENTS THROUGH CLASS MEETINGS, see folder
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Transition Safely to Circles
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Norms for our Circle today
We will stand in a circle
We will use the hacky sacks as our talking sticks
We will raise our hand to demonstrate when we
want the talking stick next
We will introduce ourselves and our role/school
district when we have the talking stick
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Circle Reflection:
which
Foundational Tier 1 Restorative
Concept/Practice
is on your mind for
fall 2019?
Social Discipline Window
Constructivist Practices Co-constructed norms for both students and adults
Natural and Logical Consequences
Universal SELCommon language and strategies to describe emotions
Relational Capacity: Strategies to Establish, Maintain and Restore relationships
Restorative Questions to Respond to Harm
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Closing Circle Reflection
What changes, if any, do you now want to make as
a disciplinarian’?
How do you hope staff and students perceive your
role in 2019-20?
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