Bemidji Regional Interdistrict Council

Increasing Student Self-Regulation and Wellness through Culturally

Based Mindfulness/Yoga Curriculum and Instruction:

Anishinaabe mino-bimaadiziwin

MASE Fall Leadership Conference October 24, 2019

Introductions

Brenda Story - Executive Director

Dionne Daly Charles Grolla Michele Mogen

Bemidji Regional Interdistrict Council

Bemidji Regional Interdistrict Council (BRIC), is a large special education services cooperative serving 11 member Districts in North Central Minnesota.

The geographic area served by the BRIC encompasses some 8,000 square miles.

BRIC is recognized by the State of Minnesota as a special school district, Independent School District #998-52

BRIC hires teacher specialists to serve member districts, on site and itinerantly.

Bemidji Regional District Council (BRIC)

BRIC Districts serve Students from

Red Lake Band of Chippewa

White Earth Nation

Leech Lake Band of Ojibwe

Presentation ObjectivesParticipants will understand:● why culturally responsive approaches are

important and effective● the impact of the integration of culturally

based Mindfulness/Emotional Learning (MEL) and yoga on classroom culture and students

● how increasing student self-regulation impacts the need for disciplinary action

● how to build capacity for resilience for all learners

Equality Doesn’t Mean Justice

A Brief History….

In 2016, the Cass Lake Bena District was identified by MDE as significantly disproportionate in American Indian special education students identified as having Out of School Suspensions 10 or more days….

As a result, BRIC wrote and implemented a CEIS plan aimed at:

● changing mindsets about the use of suspension and● developing strategies to improve student behavior

The plan was implemented over a 27 month period from Fall 2016 to Fall 2018.

Success…, but wait….

The CEIS plan components were successful in decreasing out of school suspensions of special education students for 10 or more days.

However, new federal regulations changed the game…..

New federal regulations for discipline include:

● Students with up to 10 days of in-school suspensions

● Students with more than 10 days of in-school suspensions

● Students with up to 10 days out-of-school suspensions

● Students with more than 10 days of out-of-school suspensions

● Total Disciplinary Removals

And, so now….here we go again…

● March 1, 2019○ MDE notified BRIC Director of Special Education of Cass Lake

Bena’s “Year Three Status for Disproportionality in Racial and Ethnic Groups in Special Education”based upon data from Fiscal years 2016, 2017 and 2018.

○ The district met the numeric threshold for significant disproportionality in:

American Indian special education students identified as having out of school suspensions of 10 days or less

A bit about the district & participants…

District Demographics:2018 - Total Enrollment on Dec. 1 = 1101 Almost 90% American Indian students 24.25% identified as having a disability (267) 5.36% of students receiving special education services are under the primary condition of EBD (59) and 1.82% under the OHD criteria (20)Students in the Culturally based Mindfulness/Yoga sessions:Middle and High School (grades 5 - 12)Served in Federal Settings 3 and 4Identified as EBD and /or OHD with behavioral needsStudents from Ojibwe culture and language class

Culturally Responsive Teaching

Teachers in a multicultural society need to hold an attitude of respect for cultural differences, know the cultural resources their students bring to class, and be skilled at tapping students' cultural resources in the teaching-learning process…..By reducing alienation of minority students and improving their motivation to learn, students and teachers work more effectively together to improve achievement.

ED482325 2003-12-00 Culturally Responsive Teaching for American Indian Students. ERIC Digest.

Framing Multicultural Education

“All students deserve a curriculum which mirrors their own experience back to them, upon occasion - thus validating it in the public world of the school. But curriculum must also insist upon the fresh air of windows into the experience of others - who need and deserve the public validation of the school curriculum.”

from Curriculum as Window & Mirror

by Emily Style

Our Goals

We are looking for evidence that culturally based Mindfulness/Yoga :● expands the impact of self-regulation skills by

incorporating culturally responsive teaching approaches into Mindfulness Emotional Learning and Yoga

● addresses systemic practices and brings about a change in the mindset of the district regarding discipline

● eliminates suspensions and provide students with opportunities to learn positive, replacement behaviors

The partnership and shift in content...

Originally, we included the Lang/Culture teacher and HS class into the Mindfulness / Yoga sessions for positive role models and to lead saging and tobacco Ojibwe traditions

We soon recognized the positive impact and responsiveness to incorporating cultural traditions and teaching approaches with the student target population.

So, instructors began intertwining Yoga concepts with the Ojibwe culture and they developed a curriculum to foster the preservation of the Ojibwe culture and language tied to Mindfulness / Yoga

Why teach Mindfulness?

● An 11% average gain in standardized test scores

● An increase in positive classroom behavior

● Improved attitudes about self, others, and the school

● Stronger sense of community ● Better ability to cope with stressors

CASEL.org – Collaborative for Academic, Social and Emotional Learning.

Utilizing Yoga with Mindfulness

Mindfulness / Emotional Learning - Dionne Daly

The Impact of Yoga on the Body and Mind

The latest research has shown that yoga increases:

● the ability to manage trauma triggers through● emotional regulation● social skills● attention● memory / planning and organization● self esteem● calmness and relaxation● self acceptance

Yoga enhances the Integration of the body and the mind to bring the acceptance of SELF (identity, culture, economic status,physical body, education, family, housing).

To help students better manage their emotions and give them a solid foundation to become leaders of tomorrow.

Helping Students Learn how to Self-Regulate and Connect

Why Yoga Works

Mindfulness/Emotional LearningBreath-Body- Mind

Breathing Tools:● Learning to breathe● Breathing practice: 4-6-7 ● Is the breath soft, hard and/or

smooth● Body awareness with breath● Benefits: Enhances

concentration, peak performance, and personal relationships

Mindfulness/Emotional LearningBreath-Body- Mind

Yoga Tools:● Learning to move + feel + accept● Yoga Practice: mindful stretching,

walking, standing, balancing, twisting and strengthening

● Benefits: restore/strengthen the body, release toxins/stress, reduce physical ailments

● Mind● Body● Stress

Mindfulness/Emotional LearningBreath-Body- Mind

Mind Calming Tools● Learning to think + respond● Mind practice: Journaling with weekly theme ● Is the mind aggravated, tired, bored or

mourning● Mind awareness with breath● Benefits: Reduce stress/anxiety/burn out, calms

the mind, improve concentration, increase acceptance, become responsive rather than reactive

Ojibwe Language and Culture with Charles Grolla

Izhichigewin

Sacred Teachings of the Seven Grandfathers

● Courage● Love● Wisdom● Respect● Humility● Truth● Honesty

Mural

Mindfulness Curriculum -

Anishinaabe mino-bimaadiziwin

3 Parts: Culture, Brain, Mindfulness/Yoga

● Balance● Awareness● Thankful● Giving● Compassion● Love● Changes● New Beginnings● Sacred Circles

○

The Practice - Cass Lake Bena and Laporte

Yoga

Culture

Mindfulness

Saging/Tobacco

Calming the Amygdala

Anishinaabe mino-bimaadiziwin

Mindfulness Learning

Yoga

Students recognize the skills they have learned.

What I learned in Culturally Based Mindfulness?* Calmer

Better choices* Less outbursts Improved home behavior* More happiness Productivity* Sleep well Accept their pain* Feel stronger Understand their anger* Thankful for what they have Can see a future

The Power of Culturally Based Mindfulness/Yoga

Teachers/Guidance Counselors Comments:* Self regulated kids * Cultural Awareness* Less outburst * Balanced/Controlled/Calmer* Focused * Ready to LEARN

Please teach responsibly - include culture

QUESTIONS

Contact InformationBrenda Story : Executive Director/Director of Special Education - bstory@bric.k12.mn.us

Michele Mogen : Former Assistant Director of Special Education/Consultant - mbmogen@gmail.com

Dionne Daly : Mindfulness / Yoga Instructor, Dionne’s OM Yoga/Thai Yoga Studio, Bemidji and Walker, MN- dionnesomyoga@gmail.com

Charles Grolla : Ojibwe Language and Culture Teacher, Cass Lake Bena High School, Cass Lake, MN - cgrolla@isd115.net