Reducing racial disparities in discipline through ...njpsa.org/documents/pdf/AnneGregoryPPT.pdfanne gregory, ph.d. [email protected] rutgers university nj principals and supervisors

Reducing racial disparities in discipline through transformative action for equity

ANNE G R EG OR Y, PH.D. A NNE G R EG@R UTGER S.E DU R UTG ER S UNIVER SITY NJ PR INCIPA LS A ND SUPE R VISOR S A SSO CIATION

Workshop in 5 parts • Part 1: Overview of national issues in school discipline. We will discuss contributors to

school discipline disparities

• Part 2: Strengthening relationships and building community as prevention

• Part 3: Problem-Solving approaches to discipline

• Part 4: Policy reform: Syracuse District Student Code of Conduct Character and Support

• Part 5: Getting starting, building momentum, and anticipating obstacles

• Note the “Reference slides.” I include them for your reference (not to cover today).

Introductions and opportunities for networking Raise your hand (or write on your name tag) if you are engaged (or starting) school discipline reforms that include the following:

• Positive Behavioral Intervention Supports (PBIS)

• Restorative practices/justice

• School discipline policy reform (changing codes of conduct).

• Cultural responsiveness/relevance/competence training

• Innovative social and emotional learning programming

• Now, raise your hand if you think any of these initiatives have a intentional focus on increasing equity in school discipline?

18%

10%

5%

2%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

boys girls

Black

White

K-12 Students with one or more suspensions

Over-represented in discipline

Low income students

Sample study: In 2011-2012 Denver data, low income students were over two times more likely to be issued a discipline referral, accounting for race, gender, and disability status (Anyon et al., 2014).

Students in special education

Sample study: In 2011-2012 national data, schools suspend students with disabilities at rates that are typically two to three times higher than for their non-disabled peers.(Losen et al., 2015)


Male students

Sample study: Across a K-12 sample, males received 3 times more referrals for behavior and 22% more referrals for attendance than females (Kaufman et al., 2010).

African American females

Sample study: In 2009, the average national suspension rate for Black females was 13%; 5% higher than the national average for all students and comparable to the suspension rate of Latino males (Losen & Martinez, 2013).


Latino youth

Sample study: Latino 10th graders were twice as likely as White students to be issued an out-of-school suspension. Findings accounted for student- and teacher-reported misbehavior (Finn & Servoss, 2013).

Native American youth

Sample study: In a national sample, Native American boys were 1.7 times as likely as White boys and Native American girls were 2.0 times as likely as White girls to have been sent to the office for a discipline incident (Wallace et al., 2008).

LGBT youth and gender non-conforming youth

Sample study: In large high school sample, LGBQ youth were over 2 times more likely to be suspended and 9 times more likely to be involved in the JJ system (Poteat et al., 2016).

Why are racial disparities in school

discipline a racial justice issue?

•Differential Processing of Black students

•Differential Selection of Black students

•Differential Access to Restorative, Supportive, High Quality schooling

So, what does this mean? Comparing similar Black and White students in similar schools, Black students still 2.46 X more likely to be suspended.

2.46 times higher than a

White student 0

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Black versus White students odds

7.57 times higher than a White

student


student

6th to 12th grades in Kentucky over three years (Morris & Perry, 2016)

Odds a Black student was suspended

7.57 times higher than

a White student

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Odds a Black student was suspended (accounting for school level effects)


a White student

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Odds a Black student was suspended (accounting for school effects, student SES, gender, special ed status, family structure)


a White student

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Odds a Black student was suspended (accounting for school effects, student SES, gender, special ed. status, family structure)


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student

5.91 times higher


Black students are still 2.46 times more likely to be suspended


White student 0

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student

5.91 times higher


Reference slide: Differential processing replicated in numerous studies! A statewide longitudinal study

• Rigorously examined the link between race and discipline.

• Isolate the effects of race controlling for 83 risk factors.

• (Multivariate methodologies make it possible to isolate the effect of a single factor, while holding the remainder of the factors statistically constant.)

• Accounting for 83 different variables and compared to otherwise identical White and Latino students…African American students had a 31 percent higher likelihood of a school discretionary discipline action

Reference slide: Morris & Perry (2016) study:

• Sample: 6th to 12th graders in Kentucky over three years (2008-2011)

• Analyses: Accounted for school effects, student SES, gender, special ed. status, family structure.

• Finding: Comparing similar Black and White students in similar schools, Black students were 2.46 times more likely to be suspended.

• Other studies had similar findings when accounting for reasons for discipline referral and number of referrals (e.g., Anyon et al., 2014; Skiba et al., 2014).




Comparing Incident Categories for Black and White Students

6355 6473

11,681

9096 8165

3424

20,033

11070

0

5000

10000

15000

20000

Aggression ATOD* Disruption* Other

White

Black From 308 Virginian high schools in 2010-2011 with overall enrollment: 24% Black, 56% White Heilburn, A., Cornell, D. & Lovegrove, P. (2015). Principal attitudes regarding zero tolerance and racial disparities in school suspensions. Psychology in the schools, 52, 488-498

(Alcohol, Tobacco, Drugs)

Morris argues that the lack of cultural competence in school results in adults’ negative appraisals of Black females who are loud or have an “attitude.” She argues these behaviors reflect Black girls’ desire to be heard and seen in the context of gender and race oppression.




In 294 secondary schools, Payne and Welch (2015) found:

Greater percentage of Black students

in the school

Principal less

likely to report they responded

to behavior using restorative

approaches

Payne A.A. & Welch K. (2015). Restorative justice in schools: The influence of race on restorative discipline. Youth & Society, 47, 539– 564 doi:10.1177/0044118X12473125.

http://dx.doi.org/10.1177/0044118X12473125

Reference slide: School racial composition places students at risk for suspension

• Skiba and colleagues (2014) examined individual student records from 2007-2008 in 1720 schools.

• Percentage of Black enrollment was among the strongest predictors of whether a student received out-of-school suspension versus in-school suspension.

• “the size of the contribution of Black enrollment was only slightly less than the contribution of fighting/battery to the odds of receiving OSS” p. 18.

(Also see: Gregory, Cornell, & Fan, 2010; Welch & Payne, 2010)

The urgency

Human toll of exclusionary discipline

• Exclusionary discipline linked to:

• Reduced achievement

• Increased risk for dropout

• Increased contact with police and juvenile justice system

• Rise in antisocial behavior

Statewide sample of 9th graders followed over time: Each additional suspension further decreased a student’s odds of graduating high school by 20% (

High School Graduation

High School Drop Out

Accounting for poverty, special ed status, course failures, and attendance

(Balfanz, Byrnes, & Fox, 2015).

The multiple and interacting “root causes” of differential processing, selection, access require multiple entry points

for transformation

Framework for increasing equity in school discipline

• Preventing discipline disparities

• Intervening when conflict occurs

Preventing and intervening

Earlier versions presented in Gregory, Bell, & Pollock (2014). Intervention Brief retrieved from http://rtpcollaborative.indiana.edu/briefing-papers/

30

http://rtpcollaborative.indiana.edu/briefing-papers/






Preventing discipline disparities:

• Offer supportive relationships

• Academic rigor

• Culturally relevant and responsive teaching

• Bias-aware classrooms and respectful school environments

• Opportunities for learning and correcting behavior

31

Earlier versions presented in Gregory, Bell, & Pollock, (2014). Intervention Brief retrieved from http://rtpcollaborative.indiana.edu/briefing-papers/







Intervening when conflict occurs:

• Equity-oriented data inquiry

• Problem-solving approaches

• Engage “voice” of youth and families to address discipline incidents

• Reintegrate students after conflict or long-term absence

32








Preventing and intervening:

• Multi-tiered system of support

33







Questions thus far?

Part 2: Starting with prevention

2a: Strengthen relationships and Build Community

For many students, negative interactions with adults start in preschool

Racial and gender disparities in discipline start in preschool: See 2013-2014 Office of Civil Rights Data Collection (2016). A First Look. See: http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf)

Relationship gap

• In California middle schools, Hispanic and Black students were less likely to report feeling really cared about by an adult at school. (Voight et al., 2015)

• In Maryland high schools, Black students reported less care and respect from their teachers relative to White students. (Bottiani et al, 2014)

• In elementary grades, teachers reported less warmth in their relationships with Black students compared with White students. (Hughes, 2011)

In one study, discipline gaps were greater in schools in which students report less connection to school adults.

(Anyon, Zhang, & Hazel, 2016)

37

Teachers speak of how relationships matter:

• “… I have a hard time thinking…so specifically in terms of classroom management just because I

feel so much of it is based on the effect of the relationship of teacher and student and just kind of

seeing them as human beings.” (individuating)

• Two teachers spoke about their success at eliciting cooperation from two of their Black students

who are perceived by other teachers as defiant. One teacher said, “If he feels like a teacher cares

about him and wants the best for him, then he’s going to respond to them.” (showing care)

• One teacher said, “I chat with her about her friends….She is transgendered…so we have a lot of

talks about that – around her gender identity – so…I try to let her know that I appreciate where she

is coming from.” (Gregory & Ripski, 2008). (recognizing students’ lives outside of academic

content)

When you observe a teacher, what do you see that convinces you that teacher has “good relationships” with students?

Creating Opportunities through Relationships (COR)

40

Developed at the Center for the Advanced Study of Teaching and Learning , University of Virginia

and supported by Atlantic Philanthropies and the William T. Grant Foundation.

Interaction of relationship-building components

41 www.corclassrooms.org

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COR PD can be found online. Just set up an account, and you are ready to go!

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www.corclassrooms.org

http://www.corclassrooms.org/

Creating Opportunities through Relationships (COR)

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Five interactive online modules (Grades K–8) Module 1: The Power of Relationships

Module 2: Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing Awareness

Module 3: Interactions that Promote Safety and Happiness

Module 4: Interactions that Promote Feeling Capable and Valued

Module 5: Interactions that Promote Engagement in Learning

Module 2: Building Relationships Through Awareness

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www.corclassrooms.org

Building relationships: Being aware

46 www.corclassrooms.org

www.corclassrooms.org 47

Module 2, Activity 1

UNDERSTANDING THE INFLUENCE OF BELIEFS AND AWARENESS

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Beliefs, perceptions, and feelings are …

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Mental shortcuts that help us know:

• What to expect • What’s expected of us

Help you know how to act and what to expect

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Harmful Beliefs

52

What kinds of negative stereotypes may be affecting educators and their beliefs about students at your

school?

Sample response:

At my school, we have a lot of recent immigrants. I am concerned that people make assumptions about students who are struggling with English as a second language. They assume they are not very smart. But in reality, the students are simply learning a new language, and they have outstanding capacities for high-level thinking.

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Making assumptions

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Example: Assumptions based on gang affiliation

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Juail, teacher Teachers make assumptions about students based on their gang affiliation.

Teacher discusses “watch lists” at her school

“I think the watch list for me, in my experience as a teacher, would be those students who were involved in gangs. And everyone in the building knew … they were initiated into the gang … you can tell they were initiated and, you know, battered to some degree …”

“And it becomes very challenging because they have another life that for whatever reason they feel the need to join these gangs and to feel a sense of community or a sense of support, a sense of protection …”

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Teacher discusses “watch lists” at her school

“… although you’re doing adult things and your mind is on adult things, you still have to see them as a child who is 13 or 12, who needs that support, who needs that instruction …”

“… I found a lot of times, these kids are extremely intelligent. But the stigmas … being put into certain categories, the teachers sometimes have a bias where they don’t even pull them in or … try to tap into their learning.”

“It’s more like, ‘Oh you’re a gang member, you do bad things, I’ve heard bad things about you or your family …’”

-Juail Goode

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Saggy pants are just saggy pants

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Misperceptions can arise around how students dress

Reflection used in COR

Please take a moment among yourselves to reflect: • What types of unspoken “watch lists” might educators in your

schools or districts keep in their minds?

• What types of student or parent dress or presentation is challenging for you to understand?

– (For example, saggy pants, short skirts, oversized clothing, wearing makeup, alternative hairstyles.)

• Describe how these perceptions could impact how you interact with them.

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Dr. Eddie Fergus notes in an interview:

• “One of the things I’m tired of teachers talking about is … the kids sagging their pants. And I’m like, ‘Yes, I get that it may be disruptive for your own psyche … in terms of kids sagging their pants.’ But it’s also a representation of how kids are expressing their youth culture.”

• “But the concern becomes how expressions like sagging pants have been racialized … not only racialized for Black bodies but also that it signals this idea that they’re not valuing education. That they can’t even show up to school looking serious, you know, to come to be educated.”

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Dr. Eddie Fergus continues: • “What ends up occurring … the perception of the sagging

pants leading to not valuing education is, ‘I’m not gonna put as much effort into this kid.’”

• “And kids are very cognizant of (which) teachers they are feeling really wants them to do well and is putting a great deal of effort in terms of their own success.”

• “But it’s all predicated on the assumption of that particular aesthetic …”

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Importance of considering your students’ perspectives

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Activity: Listening to student perspectives

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http://colorlines.com/archives/2014/05/life_cycles_of_inequity_a_colorlines_series_on_black_men.html Kai Wright, produced by ColorLines

http://colorlines.com/archives/2014/05/life_cycles_of_inequity_a_colorlines_series_on_black_men.html


ColorLines video watch from 00 to 5:44 minutes

• http://colorlines.com/archives/2014/05/life_cycles_of_inequity_a_colorlines_series_on_black_men.html

• Produced by ColorLines

• Documentary filmmaker André Robert Lee directed the series, including a focus group of eight young men in Oakland.

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http://manythingsmanagement.com/

Harrison from ColorLines video

“There are things in my school where there will be three Black

kids in a class, and after the first little quarter, you’ll be getting

your work done and have pretty good grades, but teacher be

like … she’ll pull those three Black kids aside and be like, “You

guys need to separate from each other, you’re distracting the

class.” There might be three white girls in the back laughing

the entire class, and the only thing she’ll say is ‘Be quiet’…”

66

Harrison continued:

“Being Black comes with the stereotype of being loud and

disruptive and always angry when you don’t get your way

… I just wanted to be heard, I should say. Especially being

one of the few Black kids in your class, just being heard is

one of the big things for me. So I don’t think teachers try to

do it, but they do.”

67

How might a teacher engage with Harrison’s perspective?

Awareness

–Understand the need for procedural fairness

–Recognize that historical harms impact today

Interaction

• Engage in “courageous conversations” with the student about issues of fairness, historical wrongs, and unintentional behavior

• A teacher responded, “What did I do wrong? I don’t know everything, help me out.”

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Reference slide: Explicit or implicit bias In a recent experimental study…

• Teachers were shown an office discipline referral for a student with two incidents of misconduct (Okonofua & Eberhardt, 2015).

• They varied the name of the disciplined student using stereotypically Black (Darnell or Deshawn) or White (Greg or Jake) names.

• Finding: After the second infraction, if the student name was stereotypically Black, the teachers indicated the student should be disciplined more severely than if the student name was stereotypically White.

• They also found that the more likely teachers were to think the student was Black, the more likely they were to label the student a troublemaker .

Research-based,

practical strategies of the COR program

– Observing objectively

– Recognizing ruts

– Taking your students’ perspectives

– Getting to know students

– Bring your enthusiasm

– Focus on what matters to students

– Provide opportunities for agency and leadership

– Engage in collaborative problem solving

– Attend to the positive

– Present cognitive challenge and inspire learning

– Positively affirm students and engage in feedback loops

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Part 2b: Strengthening relationships and sense of community

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Strengthening relationships and community

1) Opportunities for sharing and “being seen”

2) Opportunities for autonomy and leadership

3) Culturally relevant and responsive teaching

4) Attending to the positive

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• Morning Meeting and Closing Circle (Responsive Classroom)

• Community-Building or Proactive Circles (Restorative justice/ Restorative Practice)

SFUSD Restorative Practices Multiple Tiered System of Supports

Community Building Circles • Restorative Justice Student Facilitators: Tier One. Community Building Circle:

https://www.youtube.com/watch?v=RdKhcQrLD1w (6 minutes)

• Circle Format

• Students are sitting or standing in a circle.

• Obstacles and barriers, such as desks, are removed from the inside of the circle to promote connection.

• Centerpiece is in place.

• Talking piece is present.

• Circle agreements are established.

• Opening and Closing Ceremonies.

• Two training organizations: International Institute of Restorative Practices; Morningside Center for Teaching Social Responsibility

https://www.youtube.com/watch?v=RdKhcQrLD1w


High Quality community-building circles (RP-Observe)

Possible logic models for circles

•Community-Building Circles:

Peers share social/emotional/

instructional issues

• Sense of belonging, community, respect

• Investment in well-functioning classroom and relationships

• SEL skills (e.g., self-awareness, self-management, social awareness)

Short term outcomes

• Disruptive conflict prevented

Long term Outcomes

2) Culturally relevant and responsive teaching: Other ways to help students “be seen”…

• Strive to assure students that their social identities are an asset rather than a barrier to success in the classroom (Identity safe classrooms)

• Culturally relevant and responsive teaching:

• Affirm and celebrate culture

• Integrated students’ life experiences into the curriculum

• Communicated high academic expectations while scaffolding rigorous academic work (Ladson-Billings , 2009)

2. Draw connections to their lives

Make learning relevant by connecting experiences

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3. Strengthening relationships and sense of community through…

Classrooms typically allow for little student agency

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Practical strategy: Provide them with real responsibilities and a chance to lead

• Truly give them opportunities!

• Sometimes teachers micromanage leadership opportunities

• Passing out papers • Responsible for attendance form • Collecting assignments

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Think, pair, share activity

1. Describe a recent activity or situation in which your classroom interaction or interactions you had with a student or group of students were more directive and controlling than you might like.

2. What factors led you to be more controlling, inflexible, or teacher directed during this time?

Factors

• Concern about behavior management issues

• Focus on outcome

• Maximizing time, materials, or mess

3. Alternatively, have you had success providing leadership to a student with a history of disciplinary interactions?

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4. Attend to the positive Power of calling out student for positive behavior

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Ms. Goode “I pull them to the side when they’re doing something well, too. So, they

don’t always know the reason that they’re being called out … I may pull you

to the side and say, ‘You know, I see you focused today’ and ‘I like that’ and

‘Keep it going because I see you’re trying to make a big improvement, and I

appreciate it.’ That small … positive reinforcement helps them along the

way.”

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Positive Behavior Intervention Supports

•A tier 1: Reinforcing positive behavioral expectations

• “Catch" students exhibiting appropriate behaviors.

•Specific praise is extremely important in increasing the reoccurrence of appropriate behavior.

Distributing your praise

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Good news notes

Good news notes involve weekly or daily performance feedback:

• Academic: Report on a student’s progress in a specific subject area or classroom project, such as reading comprehension or multiplication.

• Behavioral: Provide detailed feedback to parents about the student’s progress on a specific behavioral target, such as raising his or her hands or paying attention in class.

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Micro-affirmations and “Wise critical feedback”

• “Wise critical feedback” = teachers communicating high academic standards coupled with their belief in the students’ potential (Yeager et al., 2014).

• Attach a note to written feedback on an essay: The wise feedback treatment note stated, “I’m giving you these comments because I have very high expectations and I know that you can reach them.”

• When Black students were encouraged to see criticism as a reflection of their teacher’s high standards and belief in their potential, their performance in core subjects improved.

• The intervention narrowed the Black/White racial achievement gap by 39%.

• Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 804 – 824.

Reflection

Wise critical feedback

What would wise critical feedback look like when addressing students about

their behavior?

What kinds of statements might you make?

Quick review of Part 2b: Strengthening relationships and community


2) Opportunities for autonomy and leadership

3) Culturally relevant and responsive teaching

4) Attending to the positive

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Part 3: Problem-solving approaches to discipline

RESTORATIVE APPROACHES- DEFINITIONS

Restorative Justice – A theory of justice that emphasizes repairing the harm.

Restorative practices – A framework for a broad range of restorative justice approaches that proactively build a school community based on cooperation, mutual understanding, trust and respect.

From: DIGNITY IN SCHOOLS CAMPAIGN MODEL CODEWEBINAR V: RESTORATIVE JUSTICE, http://www.dignityinschools.org/files/ModelCode_Webinar_RestorativeJustice.pdf

http://www.dignityinschools.org/files/ModelCode_Webinar_RestorativeJustice.pdf

http://www.dignityinschools.org/files/ModelCode_Webinar_RestorativeJustice.pdf

Restorative approaches to discipline

• Focus on relationships

• Give voice to the person harmed and the person who caused the harm

• Engage collaborative problem solving

• Dialogue-based decision-making process

• An agreed-upon plan leads to actions aimed at repairing the harm done

(Schiff, 2013)

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Fairfax County Public Schoolsr

Brief comments about how others were impacted by the person’s behavior.

Affective Questions; ask who was affected, how they were affected, etc.

Occur when a few people meet briefly to address and resolve a problem.

More formal RP that allows everyone to have some say in what should happen as a result of the wrongdoing.

Brings together offenders, victims and communities of support to repair harm and promote healing.

Adapted from Costello, B. , Wachtel, J. & Wachtel, T. (2010). Restorative circles in schools building community and enhancing learning.

Affective statements

Affective Questions

Small Impromptu Conference

Circles

Formal Conference

Restorative Practices Continuum from the International Institute of Restorative Practices (IIRP)

“Restorative questions”

Questions to ask the disputant • What happened? What were you thinking about at the time? What have your thoughts

been since?

• Who has been affected by what you did? In what way have they been affected?

• What do you think you need to do to make things right?

Questions to ask those harmed or affected by the incident • What did you think when you realized what had happened?

• How has this affected you and others? What has been the hardest thing for you?

• What do you think needs to happen to make things right?

From, Costello, Wachtel, & Wachtel, 2010) 98

Possible logic models for conferences

•Conferences

Disputants and victims share their

perspectives

• Strengthens SEL skills

• Sense of procedural justice

Short term outcomes • Relationships

repaired and disciplinary interactions reduce

Long term Outcomes

Possible logic models for conferences

•Conferences

Joint problem-solving; Agreed-upon actions to repair the

harm

• Learning problem-solving skills and how to make “things right”

• Active effort in apology to the community

Short term outcomes

• Relationships repaired and disciplinary interactions reduce

Long term Outcomes

Learning through problem solving

• Describing his use of the restorative questions outside of school, a Latino male student said:

• “… even outside of here—you have it in your head, I’ve done that, like, five times already. I got into trouble, and I did the questions right there in my head. They look at me like, ‘What?’ but I’m like, ‘Aw nothing, I’m just doing the (restorative) questions.’” (Clawson, 2015)

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Re-entry circles in Oakland, CA

Questions for video clips

• As you view the video clips:

• Side 1- Write down two things students might learn from the circle process.

• Side 2- Write down two things adults or school staff might learn from the circle process.

• Also, consider:

• What challenges/opportunities do you foresee in implementing these types of circles in your current setting?

Community-building and Re-entry circles

• Restorative Welcome and Re-entry Circle: https://www.youtube.com/watch?v=uSJ2GPiptvc

00. to 6.07 minutes

https://www.youtube.com/watch?v=uSJ2GPiptvc


Oakland Unified School District

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5

10

15

20

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30

2011-12 2012-2013

% s

usp

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de

d o

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Suspension rates by student race/ethnicity

Black

Latino

White

Jain, S., Bassey, H, Brown, M. A., & Kalra, P. (2014). Restorative Justice in Oakland Schools. Implementation and Impacts.

Recent findings from the Denver Public Schools

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Restorative Conference,

Circle, or Mediation

Lower chance of future discipline

referral

Rigorous statistical analyses accounted for: race, gender, income, ELL status, disability status, severity and frequency of referral. Conference students had a significantly lower odds of receiving office discipline referrals (OR = .22, p <.001) and suspensions (OR = .57, p <.001) in the second semester.

From:. Anyon, Y., Gregory, A. Farrar, J., Jenson, J. M., McQueen, J., Downing, B., Greer, E. & Simmons, J. (accepted). Implementing restorative interventions and reducing future discipline sanctions in a large urban school district. American Educational Review Journal.

Findings from Anyon, Y., Gregory et al., 2016 study in Denver:

• A referred student who did not participate in an RI during the first semester and attended a school with an average first-semester RI rate (M = 8.31%) had a 72% probability of receiving one or more ODRs in the second semester.

• A referred student who did participate in at least one RI in the first semester and attended a school with an average first-semester RI rate had a much lower (28%) probability of receiving one or more ODRs in the second semester.

• A referred student who participated in at least one RI, but attended a school with a school-wide RI rate that was one SD above the mean (SD = 13.10%), had an even lower (18%) probability of receiving one or more ODRs in the second semester.

Fidelity of implementation matters!

A teacher recently explained:

“…So many initiatives came our way. So it’s hard to know what to prioritize…once you leave a training you get in your classroom and there’s so much that they expect from you.

…We have a training and maybe that next week teachers will go in and use those circles. Then it gets lost...” (Korth, 2015)

International Institute of Restorative Practices (SaferSaner Schools Program). Post training excitement!

8%

16%

8% 10% 14%

92%

84%

92% 90% 86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Admin. Supportfor RP

Org. Resourcesfor RP

RP Fit withSchools

RP Usefulnessw/Students

Likely to Use RPElements

Disagree

Agree

(N = 50)

Most feeling prepared…

21%

79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Strongly/Somewhat disagree Strongly/Somewhat agree

The training really helped me learn RP

(N = 77)

BUT….a year later close to half of respondents reported that they had not facilitated any circles throughout the school year

44%

15%

31%

8% 2% none

one

two to ten

eleven to thirty

one hundred

Online Resources for Restorative Practices

Introducing Restorative Justice for Oakland Youth: https://www.youtube.com/watch?v=ZtdoWo1D3sY Restorative Justice Student Facilitators: Tier One. Community Building Circle: https://www.youtube.com/watch?v=RdKhcQrLD1w Restorative Justice Helps At Risk Kids in West Oakland NBC Bay Area: https://www.youtube.com/watch?v=rSObF8hW5DY Restorative Welcome and Re-entry Circle: https://www.youtube.com/watch?v=uSJ2GPiptvc Restorative Justice Circle: http://vimeo.com/37746907 From Hostility to Harmony: https://www.youtube.com/watch?v=LQWNyS4QSao International Institute of Restorative Practices http://www.safersanerschools.org/ Morningside center for teaching social responsibility Rethinking discipline program and restore 360: http://www.morningsidecenter.org/

https://www.youtube.com/watch?v=ZtdoWo1D3sY

https://www.youtube.com/watch?v=ZtdoWo1D3sY




https://www.youtube.com/watch?v=rSObF8hW5DY

https://www.youtube.com/watch?v=rSObF8hW5DY



http://vimeo.com/37746907

http://vimeo.com/37746907

https://www.youtube.com/watch?v=LQWNyS4QSao



http://www.safersanerschools.org/



Part 4: Policy reform

Please pull out the Syracuse Policy from your folder

• We are going to go over page 24-26 in some depth.

On pager 24, please take 5 minutes to read: Behavioral concerns and behavioral supports

For discussion:

• How would you expect yourself or teachers in your school to respond to each behavior?

Look at suggested interventions

•Are there any that you think may be more effective than the typical response?

•Any suggestions surprise you?

On pages 25-26, please take 5 minutes to read: Please read “behavioral violations, interventions, and consequences”

For discussion:

•Any suggestions surprise you?

•Do you have any general reactions to the code?

Part 5: Getting starting, building momentum, and anticipating obstacles

Please pull out the handout excerpted from:

Concluding the five part workshop • Part 1: Overview of national issues in school discipline. We will discuss contributors to

school discipline disparities

• Part 2: Strengthening relationships and building community as prevention

• Part 3: Problem-Solving approaches to discipline

• Part 4: Policy reform: Syracuse District Student Code of Conduct Character and Support

• Part 5: Getting starting, building momentum, and anticipating obstacles

• Note the “Reference slides.” I include them for your reference (not to cover today).

Additional Resources uploaded for you:

For your reference Part 6: Strengthening instruction for equity in discipline

The My Teaching Partner-Secondary (MTP-S) professional development program

• Sustained over the whole school year

• Focused on teachers’ interactions with students as viewed through regular video-recorded instruction

• Rigorous – based on research/theory and the Classroom Assessment Scoring System (CLASS)

• Developed at the Center for the Advanced Study of Teaching and Learning (CASTL)

University of Virginia (Pianta, R., Allen, J., Hafen, C., Mikami, A., Gregory, A.)

Classroom Assessment & Scoring System- Secondary (CLASS-S)

Emotional Support

Positive Climate

Teacher Sensitivity

Regard for Adolescent Perspectives

Instructional Support

Instructional Learning Format

Content Understanding

Analysis & Problem Solving

Quality of Feedback

Classroom Organization

Behavior Management

Productivity

Negative Climate

Student Outcomes

Student Engagement

Classroom Assessment & Scoring System- Secondary (CLASS-S)

Emotional Support

Positive Climate

Teacher Sensitivity

Regard for Adolescent Perspectives

Instructional Support

Instructional Learning Format

Content Understanding

Analysis & Problem Solving

Quality of Feedback

Classroom Organization

Behavior Management

Productivity

Negative Climate

Student Outcomes

Student Engagement

Overview of MTP™ Cycle

Prior positive findings of MTP-S

Prior evidence for the positive impact of MTP-S • Increased student performance on standardized tests (held across racial groups).

• Increased student engagement and positive peer interactions in MTP-S classrooms

(Allen, Pianta, Gregory, Mikami, Lun, 2011; Gregory, Allen, Mikami, Hafen & Pianta, 2012; Mikami, Gregory, Allen, Pianta, & Lun, 2011)

Recent study: Randomized controlled trial

- 5 middle and high schools; 82 teachers (one focal classroom each

- 979 participating students (59% African American, 30% White, 8% Hispanic, and 3% Asian)

- Rigorous controls in analyses (e.g., student SES, prior achievement)

% students receiving one or more office discipline referrals

13.7%

6.0% 5.1%

5.8%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

Control Teachers Intervention Teachers

AfricanAmerican

All Others

Gregory, A., Allen, J., Mikami, A., Hafen, C., & Pianta, R. (2015). The promise of a teacher professional development program in reducing racial disparity in classroom exclusionary discipline. In D. J. Losen (Ed.). Closing the discipline gap: Equitable remedies for excessive exclusion (pp. 166-179). New York: Teachers College Press.

Questions and Discussion

Would it be feasible to integrate core elements of MTP-S into your teacher supports/mentoring?

•Video-based,

•Sustained,

•Non-Evaluative,

•Observational Framework

Other resources: Council of State Governments

Other resources: African American young men commenting on their experience of school and race

• http://colorlines.com/archives/2014/05/life_cycles_of_inequity_a_colorlines_series_on_black_men.html

• Produced by ColorLines




Documents

Reducing racial disparities in discipline through ...njpsa.org/documents/pdf/AnneGregoryPPT.pdfanne gregory, ph.d. [email protected] rutgers university nj principals and supervisors