Non-exclusionary Practices
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The document outlines objectives and topics for a non-exclusion workshop for Reynolds School District leaders. The workshop aims to increase understanding of how culture, history and structures impact students, especially students of color. Leaders will explore their own biases and beliefs in relation to student discipline. They will examine non-exclusionary practices to reconnect marginalized students to learning. Essential questions focus on identity, cultural differences, purpose of discipline and evaluating success. The document discusses restorative practices and building relationships to reduce exclusionary discipline.
Non-exclusionary Practices
- 1. Non-Exclusion Reynolds School District February 2015 Lonnie Jackson John Lenssen Dr. Centae Richards
- 2. Objectives: Reynolds School District leaders will: Increase understanding of the impact of culture, history, and structures on students, especially students of color. Explore own dynamics of culture, bias, power, and beliefs in relation to student discipline. Examine ways and skills to reconnect students of color, and other students to learning through non- exclusionary practices.
- 3. Essential Questions Who is in the room? Why are we here? Who are you in this work? How is your identity affirmed/marginalized? How does this affirmation/marginalization impact your work? How does status quo, our values and beliefs impact our expectations and our students?
- 4. Essential Questions What is the purpose of discipline? How do I connect with cultural difference? How can I practice with real life scenarios? How do I evaluate success?
- 5. Passion Listening is the most important skill in transforming discipline. Circle First person talks about their passion for this work (2 minutes) First person chooses second person Second person reflects back something that was significant for the speaker Second person talks about their passion for this work (2 minutes)
- 6. Who are we in this work? 1. Journal in response to 3 questions 2. Form triads 3. Take turns in sharing responses to the questions Who are you in this work? How is your identity affirmed/marginalized? How does this affirmation/marginalization impact your work?
- 7. Schools That Reduce Disruption and Delinquency Shared values regarding school mission and purpose (admin, staff, families, students) Clear expectations for learning and behavior Multiple activities designed to promote pro-social behavior and connection to school traditions A caring social climate involving collegial and supportive relationships among adults and students Students have valued roles and responsibilities in the school Sprague, Jeff – UO IVDB
- 8. “If you always do what you always did, you’ll always get what you always got.” “Moms” Mably
- 11. • ‘What happened, who is to blame, what punishment or sanction is needed?’ –The easiest consequence is the one most likely to be delivered • ‘What happened, what harm has resulted and what needs to happen to make things right?’ (O’Connell, 2004) –A restorative process will initially be viewed as more effortful
- 13. Students who are suspended or expelled are almost three times more likely to have contact with the juvenile justice system. –Council of State Governments, 2011
- 14. • Punishment practices may appear to “work” in the short term –Remove student –Provide relief to teachers, students, administrator –Attribute responsibility for change to student &/or others (family)
- 16. When youth are not in school, they are: – More likely to become involved in a physical fight and to carry a weapon. – Smoke; use alcohol, marijuana, and cocaine; and engage in sexual intercourse. – Suicidal ideation and behavior may be expected to occur more often at these times of isolation among susceptible youth. – Drop out of school
- 17. Does Exclusionary Discipline Work Without A Balance of Teaching and Restoration? • Detrimental effects on teacher-student relations • Modeling: undesirable problem solving – Reduced motivation to maintain self-control – Generates student anger and disengagement – Results in more problems (Mayer, 1991) • Truancy, dropout, vandalism, aggression • Does not teach: Weakens academic achievement • Correlated with dropout, delinquency, criminality and negative life outcomes
- 20. A new move • We need to address the root causes of behaviors that lead to suspension and expulsion and provide alternative disciplinary actions – These practices might be called “restorative discipline,” adapted from the concepts and practices of “balanced and restorative justice” commonly used in juvenile and adult corrections and treatment programs.
- 21. “Changing the Discourse in Schools” “Schools are a major part of society’s institutional processes for maintaining a relatively stable system of in- equality. They contribute to these results by active acceptance and utilization of a dominant set of values, norms and beliefs, which, while appearing to offer opportunities to all, actually support the success of a privileged minority and hinder the efforts and visions of a majority.” — Eugene Eubanks, Ralph Parish, and Dianne Smith
- 22. What Is Discipline For Read/skim the article by Dr. Pedro Noguera. In small groups, discuss using the 4 A’s Text Protocol. Assumptions Agree Argue Aspire
- 23. Principles for Restorative Circles • Encouraging accountability and responsibility through personal reflection within a collaborative environment. • Reintegrating the harmer into the community as a valuable, contributing member of society. • Changing the system when it contributes to harm.
- 24. Connecting to Students and Parents with Cultural Differences
- 25. Why not use a “Color Blind or One Size Fits All Model?” 1) Why should we question what we are doing? 2) Isn’t what we are doing enough? 3) What’s wrong with doing the same thing for everyone?
- 26. As America’s classrooms become increasingly diverse many teachers and school disciplinarians face a culture gap that can hinder positive relationships with students and families. To begin bridging that gap they must first take a close look at their own assumptions and then find new ways to reach out to those from different racial and ethnic
- 27. Key Steps to Connecting with Students Across Cultural Differences: • Acknowledge, Respect, and Value Cultural Differences • What are the different cultures at your school? • Work to replace bias with an appreciation and a tolerance for culturally different students will greatly increase likelihood for student success
- 28. Key Steps to Connecting with Students Across Cultural Differences: • Be aware of cultural differences/ commonalities and strive to interpret true meaning of behavior • Establish expectations and clearly communicate them in policy and practice • Strive for consistency in how you treat all students
- 29. • Create welcoming school and classroom environments that value diversity. • Give positive strokes on student progress and achievements. • DO THE INTAGIBLES: Listen, Talk, Humor, Engagement, Attend activities/events, Caring and Positive attitudes. • Believe all students can be learners and successful
- 30. Building Positive Relationships with Parents: • Do outreach to parents before school year • Establish rapport with parents. Encourage them to share about their cultures and experiences with you. Helps build trust and they will feel more respected. • Be consistent and honest. Parents from certain cultures can be particularly unforgiving if they feel betrayed. It is harder to reestablish trust after it’s been damaged than to build it the first time.
- 31. • Regularly communicate with parents about information regarding student expectations, policies and procedures, and effective methods to have their questions responded to. • Help parents locate community resources (keeping student out of school to baby sit etc…) • Plan activities and events to bring parents to school. Share volunteer opportunities, welcoming environment.- Doing the intangibles!!
- 32. Principles for Restorative Circles * Creating caring climates to support healthy communities. * Understanding the harm and developing empathy for both the harmed and the harmer. * Listening and responding to the needs of the person harmed and the person who harmed.
- 33. Mindful Questions • What might be your biases? • How has the system contributed to this situation? • What is this student’s history? • What is your relationship with this student? • What are the student’s assets and strengths?
- 34. Mindful Questions What were the antecedent behaviors? What triggers you? How does the student perceive you? What is this student’s value in the student community?
- 35. Discourse II Questions What might be multiple perspectives in this situation? What are the dynamics of privilege and oppression? How has this student been excluded and denied the opportunity to learn? Is the school offering relevant and meaningful opportunities to learn?
- 36. Discourse II Questions Is this student engaged in alienation and resistance? How can relationships and trust be built through this situation? How can we focus on learning from this situation? How do we change a significant pattern of behavior?
- 37. Options Listen to understand Time to chill and breathe De-escalate, diffuse Reference community agreements Remind, re-teach, demonstrate the expected behaviors Collaborative problem solving Restoration Re-connect student to learning Meaningful consequences