Walnut Creek Campus West Des Moines School District 5156336480 daviskwdmcsorg Making it Right in a School World of Wrongs Creating a Restorative School Culture Background About Me Former counselor and am always trying to assess what the root of the problem behavior is ID: 649915
Download Presentation The PPT/PDF document "Dr. Kim Davis, Principal" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Dr. Kim Davis, Principal Walnut Creek CampusWest Des Moines School District515-633-6480davisk@wdmcs.org
Making it Right in a School World of Wrongs: Creating a Restorative School CultureSlide2
BackgroundAbout Me: Former counselor and am always trying to assess what the root of the problem behavior is.Walnut Creek Campus: Alternative High School in WDMWhat makes our school special?Staff members have a growth mindset/flexible/realStudents trust us and want support. It is ok to struggle/make mistakes, etc.. and ask for helpFamilies- We have a collaborative relationship and generally they welcome any/all assistanceTwelve years ago we began a journey together……Slide3
First, we learned about what restorative schools do (Amstutz and Mullet)Focus primarily on relationships and secondarily on rules. They acknowledge that relationships are central to building community and build systems that address misbehavior and harm in a way that strengthens relationships.Give a voice to the person harmed.Give a voice to the person who caused the harm.Seek to recognize the motivation driving the misbehavior.Enhance a sense of responsibility to the community by engaging in collaborative problem solving.Empower, change and grow.7. Encourage responsibility by planning for restoration.Slide4
What We Have ImplementedA systemic response to wrongdoing that emphasizes healing the wounds of victims, offenders and communities. We often ask, “How can you make this right?” We also ask, “What part did you play in the situation?”Restorative practices help students, staff, and families give and ask for support. Students are not only responsible for their own behavior, but they also help to address behavior in other students, staff and/or their family members. This fosters a sense of community as well as a strong sense of safety.We use: circles, conflict mediation, restitution, individual counseling sessions, mindset classes. We have a restorative culture, in general.Slide5
Why have a restorative school environment?*Provides a sense of community. Schools have become larger and more impersonal. Kids feel less and less connected to the school and to each other. It fosters a “We are all in this together” mindset. Kim D says, “ My kids will all feel safe here. School has to be the one safe place all kids can count on.” The leader needs to set the tone.*Helps to teach self discipline and self-regulation.*Promotes effective conflict resolution and collaborative problem solving skills.*Helps misbehaving students deal with the harm they have caused to individuals and to the school community. Instead of doing something “to” people, this process works “with” people. This is re-integrative shaming (Brathwaite). Slide6
We do not want students and staff to feel like just another brick in the wall…Student 6Staff7Student 8Student 3Staff 4Student 5Staff 9
Student 10
Student 11
Student 1
Staff 1
Student=AmySlide7
Helps to Support Students More Effectively That Have Had TraumaACES-Adverse Childhood ExperiencesPhysical abuseVerbal/psychological abuseSexual abusePhysical neglectEmotional neglectParent who has a substance abuse issueMother is/was a victim of domestic violenceA family member that is incarceratedA family member diagnosed with a mental illnessThe disappearance of a parent through divorce, death or abandonmentSlide8
Takes Maslow’s Hierarchy Into ConsiderationSlide9
In general, I ask myself:What is the function of the behavior?What basic need is this person trying to meet?Once I figure that out, I can work with the person more effectively.Slide10
There are 5 basic needs:BelongingPowerFunFreedomSurvival -William GlasserSlide11
The old methods are not effective with at-risk youth. When the horse dies get off! Because many of our students have experienced trauma, they might be on that lower rung of Maslow’s and they may be trying to get their needs met in unhealthy ways, we need to be mindful of all of that in order to work with them more effectively.Slide12
Discipline Continuum (Amstutz and Mullet, 2005)Punishment: Consequences are selected without any meaningful connection between the misbehavior and the punishment.Consequences: Seeks to make the punishment fit the crime by linking natural or artificially connected consequences to the crime.Solutions: Seeks to find the function or purpose of the misbehavior and then develop a plan to replace the misbehavior with a positive behavior.Restoration: Looks at the needs of the misbehaving person and the person harmed. Goal=Behavior ChangeSlide13
Common MisperceptionsPunishment will make them behave!Working in a restorative way is quick and easy…The kids get off too easily and are not accountable for their actions! This is too soft and does not change behavior! Slide14
Good quotes to remember…“You have to give away power to get power.” –Ron Claassen “When people feel zero, they act zero.” -Sally Ogden“Punishment does not equal accountability.”-Ron Claassen “Do I teach the kids the behavior I want or do I punish the behavior I see?” -Betsy Geddes“We need to model functional, not dysfunctional.” –Betsy GeddesSlide15
Abraham Maslow:Slide16
Relationships, Relationships,
Relationships
Most discipline issues in the school setting deal with relationships. Relationships are at the heart of most conflicts. It is all about making deposits so that when you need to make a withdraw, you can.Slide17
What does it teach students?External vs. Internal Locus of ControlExternal (doing something to people) examples:“You are suspended!”“I want this student punished for what they did!”Internal (change comes from the inside) examples:“What can I do to make it right?”“What did I do that caused this situation and what can I do differently next time?”Slide18
There are still “bottom lines” when addressing matters of safety in a restorative school.In WDM, bottom line subjects would be:WeaponsIllegal substance use/distributionFightingBut, even if the student has a “punishment,” there can still be an additional restorative component.Slide19
Why do schools stick with the same old punishment model? QuickEasyThe only way they know how to discipline; it is familiarSlide20
Program Development Essentials:1. Shared values*Who are we?*What do we believe? Can we support a restorative approach?*What do we want to accomplish?2. Broad-based support and involvement*Claudia Henning and YJI*Superintendency*My staff3. Time*Staff development time*Time built into the school day (conflict mediation/circles/individual counseling sessions/mindset classes)Slide21
CirclesRestitutionMindset for Success ClassesPositive School Culture
Conflict Mediation
Individual Counseling Sessions
How Do You Create a Positive
School Culture?Slide22
RJ Guiding Questions (Zehr):Who has been hurt?What are their needs?Whose obligations are they?What are the causes?Who has a “stake” in this?What is the appropriate process to involve stakeholders in an effort to put things right?Slide23
Conflict Mediation (Gold Card From Ron Classsen)1. Person A describes how he/she experienced the problem, conflict, or injustice.2. Person B summarizes what he/she heard.They switch roles until the conflict is resolved. *A mediator is used until the parties are confident enough to use the process without one.An agreement is made that both are comfortable with.5. You can have all parties do an evaluation sheet.Slide24
Examples of Conflict Mediation:Staff/staff Student/staff Student/studentStudents/parents/staffSlide25
Circle ProcessSlide26
CirclesCircles allow for the offender, the offended and the community to come together.There are different types of circles: 1. Check in/out 2. Support 3. Concern 4. Miscellaneous (used for many different situations and to address various issues)Slide27
Required Circle Components**See sheet for general outline and forms.A circle keeper. It is a good idea to have several trained people in your building who can facilitate.A talking piece.Time.Confidentiality statement, agreement and evaluation forms.Slide28
Examples of Circles I Have Led:Student who had a long history with drug usage, theftFamily in crisis (mental health and drug issues)Two students who had a break up (parents came in also)Student who seemed very angry and staff were concernedSlide29
Restitution: Sometimes you just need to make it right!Travis and the lunch roomBurger King sacks in the streetJeff blowing a gasket in the classroom2 students reintegrating after suspension/fightSlide30
It’s like peeling an onion….One individual counseling session at a timeConversation number 10
Conversation number 5
First Conversation
Secrets/Trust/
GrowthSlide31
Resiliency
Mindset For Success Classes
Resiliency
Substance Abuse
Relationships
Girls Group
Information Funneled to the BrainSlide32
Planting Seeds of ChangeIf you believe in your heart that there is a more effective and humane way of working with the youth in our schools...keep remembering that change is possible….Slide33
Past Student Giving BackSlide34
Never doubt that a small group of thoughtful people can change the world. Indeed, it's the only thing thatever has. -Margaret MeadSlide35
Also, don’t forget to have a little fun along the way!!Slide36
Create a new paradigm inyour school!“Come to the edge,” he said. They said, “We are afraid!”“Come to the edge,” he said. They came. He pushed them, and they flew. -Guillaume Apollinaire Slide37
Making it Right in a School World of Wrongs: Creating a Restorative School CultureThank you for your time and attentionSlide38
Do you haveany questions???
?Slide39
ResourcesThe Little Book of Restorative Discipline for Schools by Lorraine Stutzman Amstutz and Judy H. Mullet