Non-Exclusion

Reynolds School District

February 2015

Lonnie Jackson

John Lenssen

Dr. Centae Richards

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.

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?

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?

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)

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?

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

“If you always do what you always

did, you’ll always get what you

always got.”

“Moms” Mably

• ‘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

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

• 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)

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

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

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.

“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

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

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.

Connecting to Students and

Parents with Cultural

Differences

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?

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

groups.

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

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

• 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

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.

• 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!!

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.

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?

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?

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?

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?

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