An Ounce of Prevention and a Pound of Cure: Restoring ... · An Ounce of Prevention and a Pound of...

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.

An Ounce of Prevention and a Pound of Cure: Restoring Relationships & Fostering Understanding

COURTNEY DAIKOS

CHRIS CRONAS

Courtney Daikos Chris Cronas

Continua Consulting Group, LLC 2019

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

13%

13%

13%

13% 13%

13%

13%

13%

Ac

ce

ss

to

Ri g

o r o u s, D i ff e r e n t i a t e d , Co r e C

on

te

nt

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

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

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

Dirty Pond

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)

US & Global data on Incarceration Rates per

100,000 people

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

Disproportionality

Confined Youth –Published 2019

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

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

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

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

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.

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

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.

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’?

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

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

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

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.

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

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

But, What about RECESS??

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.

“…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/

Which students typically miss recess?

Students with

Highly Developed Social Problem

Solving Skills?

Students with

Under-Developed Social Problem

Solving Skills?

OR

Does the DOE Fund Recess?

https://www.health.harvard.edu/exercise-and-fitness/the-importance-of-recess

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

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?

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

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

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

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

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

Why are

Circles So Important?

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

Transition Safely to Circles

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

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

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?

Please complete our evaluation

t raumainformedmtss .com/eval