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Slide1
From Discipline to Dialogue: Engaging Student Voice
December 16, 2014
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aypfeventsSlide2
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To submit live questions, please use the “Questions” box
A recording of the webinar and other resources will be available at
www.aypf.orgSlide3
Erin Russ, Program Associate, American Youth Policy Forum
Dr. Anne Gregory, Associate Professor, Rutgers University Graduate School of Applied and Professional Psychology
Vickie Shoap, Restorative Justice Specialist, Fairfax County Public Schools
Today’s Agenda#
aypfeventsSlide4
From Discipline to Dialogue: Changing the Conversation about Classroom Discipline
@aypf_tweetsSlide5
Adding to the Conversation
The problems associated with school discipline have been well-documented.
So, w
hat’s next?Synthesis of information in four areas:
The problems associated with school disciplineResearch Connections
Role of state policy
District, school and community solutionsSlide6
Key Takeaways
Better opportunities to engage student voice are needed.
positive, two-way communication between students and adults is key.
Schools, districts and communities are building programs that allow for and support these conversations.
States are utilizing a range of policy options
to support this work locally. Slide7
The Problems Associated with Discipline
AYPF asked:
What are the problems associated with school discipline? Key takeaways: overuse and disproportionate impact
Millions suspended (in-school and out-of-school) each year.130,000 expelled.
Disproportionate impact on African-American students, students with disabilities, and English language learners.Resources
United States Department of Education Civil Rights Data CollectionSlide8
Research
AYPF asked: What does research tell us about discipline disparities and alternatives?
Key takeaways: Interactions and perceptions between students and teachers are important.
Resources:UCLA Civil Rights ProjectThe Equity Project at Indiana University
The Kirwan Institute Slide9
State Policy Opportunities
AYPF asked: What role should state policy play in addressing the problems associated with discipline?
Key takeaways: States are utilizing a range of policy options.
Resources/Examples:Maryland: Multi-pronged ApproachOregon: Restorative Justice Framework
Georgia: Positive Behavior Intervention Supports (PBIS)Slide10
Local Innovations
AYPF asked: How are districts, schools, and communities addressing the issue of discipline?
Key takeaway: Customizable community solutions.
ResourcesFairfax County Public Schools Restorative Justice ProgramDenver Public Schools MOU with police department
Connecticut Youth Service Bureaus Slide11
From Discipline to Dialogue: Engaging
Student Voice
Anne Gregory, Ph.D.Rutgers UniversityGraduate School of Applied and Professional Psychology
annegreg@rutgers.eduSlide12
Exclusion from school is not an effective intervention
Little evidence supports the benefits of punitive and exclusionary approaches.
In fact, punitive discipline can have negative consequences:
After accounting for demographics, attendance, and course
performance, each additional suspension further
decreases
a student’s odds of graduating high school by
20
%
(Balfanz, Byrnes, and Fox, 2013).Segregation of students who break rules with students who also break rules can increase negative behavior
(Dishion & Dodge, 2005; Hemphill, Toumbourou, Herrenkohl, McMorris, & Catalano, 2006; Mayer, Butterworth, Nafpaktitis, & Suzer-Azaroff, 1983).Slide13
Racial Disparities in School Discipline Secondary School Suspension Rates*
Source: Data
from the U.S. Department of Education’s 2009-10 Civil Rights Data Collection
Figure from Losen, D. & Martinez, T. (2013) Out of School & Off Track: The overuse of Suspensions in American Middle and High Schools.
* Based on non-duplicated student counts. Slide14
Race remains a predictor of the discipline gap…
Breaking schools’ rules (Texas longitudinal study
) Researchers accounted for
83 different risk variables to isolate the effect of race alone on disciplinary actions. They found:
…“African-American students had a 31 percent higher
likelihood
of
a school
discretionary action
, compared to otherwise
identical white and Hispanic students” (Fabelo et al., 2011).
.Slide15
Concerning trends in school discipline
Male studentsAcross a K-12 sample, males received 3 times
more referrals for behavior and 22% more referrals for attendance than females (Kaufman et al., 2010).
Latino studentsLatino 10
th 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).Black femalesIn
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).
Gender non-conforming and
LGBT youth
LGB girls
experienced about
twice
as many arrests and convictions as other
girls
who had engaged in similar transgressions. They also were expelled at higher rates (Himmelstein & Bruckner, 2011).
Slide16
What can educators do?
Actions to:Transform punitive discipline climates, Keep students in the classroom,
Narrow the racial discipline gapSlide17
http://rtpcollaborative.indiana.edu/briefing-papers/Slide18
Effective schools offer equity-oriented prevention and intervention to “
resolve and educate
” not “
deport and discipline
.”
Preventing
discipline disparities:
Offer supportive relationships,
A
cademic rigor,
C
ulturally relevant and responsive
t
eaching,
B
ias-free classrooms and respectful
s
chool
e
nvironments
Intervening
when conflict occurs:
Problem-solve,
E
ngage
youth and
families,
R
eintegrate
students after
conflict.
School-Based Interventions for Reducing DisparitiesSlide19
Offer supportive relationships
With stronger relationships and more engaging instruction, negative interactions might be prevented in the first place.
When a student breaks the rules, stronger relationships can help diffuse
conflict and disrupt any preconceived notions or unconsciously held stereotypes. With trust and good will,
cooperation can be elicited.
(Aronson, 2008,
Devine, Forscher, Austin, & Cox,
2012; Gregory
& Ripski, 2008
)Slide20
20
Relationship building in classrooms
Relational
Approach
Student
Cooperation
Trust in Teacher
Gregory, A. & Ripski, M. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom.
School Psychology Review, 37,
337-353.Slide21
What students said about relationship-oriented teachers:
“He doesn't just give students work, he asks about how they are and how was their weekend.”
“He personally walks around to every table and personally shakes everybody's hands and asks them how their doin’…”
"She understand how it is for Black kids, so she don't do us wrong.”
“He never addresses any race out of, like, disrespectfully or anything like that.”
“She likes us to bring all the diversity (in) our class”Slide22
They communicate high expectations:
“(He’s) one of those teachers who actually cares if you succeed or not, if you're actually gonna grow up and be somethin’”
“(She) is one of those teachers who will help you even if you need extra time to get work in, we have open discussions...She's concerned for my right to learn.”
“She'll pull me off to the side…she, like, I am not gonna let you sit up there and fail this again.”Slide23
High Academic Press and High Teacher Support
Lower Suspension
R
ates for Black and White StudentsSlide24
Effective schools offer equity-oriented prevention and intervention to “
resolve and educate
” not “
deport and discipline
.”
Preventing
discipline disparities:
Offer supportive relationships,
A
cademic rigor,
C
ulturally relevant and responsive
t
eaching,
B
ias-free classrooms and respectful
s
chool
e
nvironments
Intervening
when conflict occurs:
Problem-solve,
E
ngage
youth and
families,
R
eintegrate
students after
conflict.
School-Based Interventions for Reducing Disparities
Integrating student voiceSlide25
Systematic integration of student voice through RESTORATIVE APPROACHES to discipline
Mara Schiff’s (2013) summary of
a Restorative Approach to DisciplineFocuses on relationships
Gives voice to the person harmed and the person who caused the harmEngages collaborative problem-solving
Dialogue-based decision-making process An agreed upon plan leads to actions aimed at repairing the harm done
.
Schiff, M. (2013).
Dignity, disparity and desistance: Effective restorative justice strategies to plug the “school-to-prison pipeline.”
In Center for Civil Rights Remedies National Conference. Closing the School to Research Gap: Research to Remedies Conference.
Washington, DC. Slide26
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.pdfSlide27
A
dapted from Costello, B. , Wachtel, J. & Wachtel, T. (2010)., Restorative circles in schools building community and enhancing learning.
Affective
statements
AffectiveQuestions
Small Impromptu
Conference
Circles
Formal
Conference
Restorative Practices Continuum from the
International Institute of Restorative Practices
(IIRP)Slide28
Experiencing Restorative Practices in the classroom
My teacher is respectful when talking about feelings. (Affective Statements)
When someone misbehaves, my teacher responds to negative behaviors by asking students questions about what happened, who has been harmed and how the harm can be
repaired. (Restorative Questions)My teacher uses circles to provide opportunities for students to share feelings, ideas and
experiences. (Proactive Circles) (IIRP, 2009)Slide29
What the students might experience through the RP Elements
My teacher asks students for their thoughts and ideas when decisions need to be made that affect the class (Fair Process)
My teacher uses circles to respond to behavior problems and repair harm caused by misbehavior (Responsive Circles)
My teacher acknowledges the feelings of students when they have misbehaved (Management of Shame)
(IIRP, 2009)Slide30
Teachers above (n = 16) and below (
n = 13) the mean on student-perceived RP implementation and their misconduct/defiance referrals
Gregory A., Clawson, K., Davis, A., & Gerewitz, J.
(2014). The promise of restorative practices to transform
teacher-student relationships and achieve equity in school discipline. Journal
of Educational and Psychological Consultation. Slide31
Recent findings in a large urban district using restorative conferences
Restorative
Conference
Circle
Lower chance of future discipline referral
Rigorous statistical analyses accounted for race, gender, income, ELL status,
disability status, reason for referral.
(Gregory et al., manuscript in preparation) Slide32
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=RdKhcQrLD1wRestorative
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
/Slide33
From Discipline to Dialogue: Engaging Student Voice
QUESTIONS?
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RESTORATIVE JUSTICE
Fairfax County Public Schools
Vickie Shoap
Restorative Justice Specialist ll
vrshoap@fcps.edu
571-423-4278
Slides cannot be reproduced or used in trainings without permissionSlide35
Fairfax County Public SchoolsFairfax County, Virginia
Slides cannot be reproduced or used in trainings without permissionSlide36
Principles of Restorative Justice on which
all RJ applications in FCPS are based:(adapted with permission from Zehr
/Mica 1997:Concepts of RJ)
Slides cannot be reproduced or used in trainings without permissionSlide37
Principles of Restorative Justice (cont.)
Slides cannot be reproduced or used in trainings without permissionSlide38
Restorative Practices and Restorative Justice in FCPS
P
reventionRestorative
practices are skills often utilized in
formal restorative justiceprocesses that may also
be used in classrooms to
build relationships, create
connections and prevent
harm and violence before
they occur.
Intervention
Restorative
justice
is a
formal victim-centered
process for responding to
harm and wrongdoing.
Slides cannot be reproduced or used in trainings without permissionSlide39
Policy: Students Rights and Responsibilities
FCPS Standards of Conduct: Levels of Intervention Regulation 2601.28P
For violations involving disruptive or inappropriate behavior or destruction of property violations, a restorative justice conference may be used in lieu of, or in addition to, disciplinary action, at the discretion of the principal.
Slides cannot be reproduced or used in trainings without permissionSlide40
Restorative Practices In The Classroom (all)
RJ philosophy for classroom management, RP questions, classroom circles, academic circles and community building
Training: RP In The Classroom-2 days for teachers
Circles, Preventative (all)A
ttendance, minor disputes, escalating conflicts, bullying education, teach conflict resolution skills, team building
Training:
Level 1 & Level 2 + mentoring
open to all staff
Restorative Behavior Intervention (MS focus):
RP deeper reflection activities and engagement, circles and RJ discipline conferences
Provided by FCPS RJ staff only
Restorative Justice
Conference (all):
SR&R violations, student/staff
conflicts, parent/staff
Training: Level 1, Level 2, Level 3
open to all staff
Continuum of restorative practices (RP) and restorative justice (RJ) applications and training in FCPS:
(all) available to all FCPS schools
(MS focus) focus for 2014/15 is middle schools, available to other schools when staff is available
RP
Prevention
RJ
Intervention
Seriousness of Harm
Slides cannot be reproduced or used in trainings without permissionSlide41
Prevention
Intervention
Restorative
A
pproaches
in FCPS
Slides cannot be reproduced or used in trainings without permissionSlide42
Student Led Restorative Justice
Thomas Jefferson High School Student Honor Council2014-15: second year of project.
14 students trained in restorative justice conference facilitation.
Used for academic integrity violations.Students are working to change attitudes about cheating and punishment.
Slides cannot be reproduced or used in trainings without permissionSlide43
FCPS/Police/Court/Community RJ Diversion Project
Launched:
October 1, 2014Partners:
Fairfax Co. Public Schools, Police, Juvenile Court, Neighborhood and Community Services and Northern Virginia Mediation ServicesGoal: To reduce the number of juveniles in Fairfax County entering the juvenile justice system from schools and the community, focus on minority an special needs students, open to all juveniles
Unique in the nation: 5 agencies collaborating to reduce juvenile arrests by using restorative justice to address crime and wrongdoing
Slides cannot be reproduced or used in trainings without permissionSlide44
Challenges:
Administration buy-in
Teacher buy-in
Cultural proficiency (staff and parents)
Overscheduled school staff and families
Slides cannot be reproduced or used in trainings without permissionSlide45
Successes
(3 years of full implementation)Increase from 1 to 6 full time staff (central)
Reaching critical mass in education (800+ admin staff trained in RJ 101), restorative justice is now part of the language in FCPSMost middle and high schools actively using some application of RJ
60% increase in use of RJ for discipline response in 3 yearsStudents requesting RJ circles to resolve disputes!
Slides cannot be reproduced or used in trainings without permissionSlide46
Results of RJ Implementation
Builds relationships.
Creates connections between students and staff, parents and administrators and students and their peers. Teaches empathy, resilience and life long conflict resolution skills.
Encourages personal responsibility.
Encourages collaboration and reintegration, rather than punishment and isolation.
Reduces out of school suspensions.
Reduces recidivism
.
Slides cannot be reproduced or used in trainings without permissionSlide47
Resources:
Fairfax County Public Schools Special Services, Intervention and Prevention Services
FCPS Restorative Justice Videos:http://www.ebmcdn.net/fcps/fcps_video_viewer.php?viewnode=630fd9123aeaa
http://dl.ebmcdn.net/fcps/mp4/insight/2012/is11_restorativejustice.mp4
FCPS Restorative Justice General Information:http://www.fcps.edu/dss/ips/ssaw/violenceprevention/rj/documents/RJpacket.pdf
Slides cannot be reproduced or used in trainings without permissionSlide48
Erin Russ, Program Associate, American Youth Policy Forum
Dr. Anne Gregory, Associate Professor, Rutgers University Graduate School of Applied and Professional Psychology
Vickie Shoap, Restorative Justice Specialist, Fairfax County Public Schools
Questions for Our Presenters?#
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Please fill out the survey that will appear once you exit today’s webinarCopies of today’s slides and a recording of today’s events will be available at www.aypf.org
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