Reducing racial disparities in discipline through transformative action for equity ANNE GREGORY, PH.D. [email protected] RUTGERS UNIVERSITY NJ PRINCIPALS.

Reducing racial disparities in discipline through transformative action for equity

ANNE GREGORY, [email protected] UNIVERSITY

NJ PRINCIPALS AND SUPERVISORS ASSOCIATION

Workshop in five parts

Part 1: Urgency: National and state trends in school discipline

Part 2: On-line PD on relationship building

Part 3: Strengthening instruction as prevention (coaching model)

Lunch

Part 4: The promise of restorative approaches to discipline

Part 5: Sample policy reform

Part 1: The urgency

Racial Disparities in Secondary School Suspension Rates*

1972-73 2009-100

5

10

15

20

25

30

Asian/PI

American Indian

White

Latino

Source: Data from the U.S. Department of Education’s 2009-10 Civil Rights Data CollectionFigure 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.

Racial Disparities in Secondary School Suspension Rates*

1972-73 2009-100

5

10

15

20

25

30

Asian/PIAmerican IndianWhiteLatinoBlack

24.3%

11.8%

Source: Data from the U.S. Department of Education’s 2009-10 Civil Rights Data CollectionFigure 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.

Alternative explanations

• Really about lags in achievement?

• Disproportionate representation in special education?

• Higher poverty rates?

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.)

8

Accounting for 83 different variables and compared to otherwise identical White and Latino students

.

Chance of Discipline Action0%

5%

10%

15%

20%

25%

30%

35%

WhiteBlackHispanic

Breaking School Rules report

9

African American students had a 31 percent higher likelihood of a school discretionary discipline action

.

Chance of Discipline Action0%

5%

10%

15%

20%

25%

30%

35%

WhiteBlackHispanic

Breaking School Rules report

Other groups to be concerned about…

GENDER

Male students

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).

Black females

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).

Other groups to be concerned about…

Latino students

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).

LGBT youth and gender non-conforming 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).

The urgency

For many students, the snowball starts rolling in elementary school

Small paper cuts of negative interactions with school staff…

• Can snowball!

• Lower school bonding

• Affiliate with other peers who are less bonded.

• Internalized sense that “I am the bad kid” or I hang with the “bad kids.”

• Develop a race-based sense of “us” and “them” – school is for “them” not “us.”

Suspension and college coursework

White boys Black boys Latino boys0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.66

0.53 0.55

0.230.2

0.24

Never SuspendedSuspended 10+ days

Perc

en

tag

e an

y c

olleg

e

Shollenberger, T. L (2015). Racial disparities in school suspension and subsequent outcomes: Evidence from the National Longitudinal Survey of Youth. In D. J. Losen (Ed.) Closing the Discipline Gap.

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

Suspension

(Balfanz, Byrnes, & Fox, 2015).

School to prison pipeline

• To what extent is school discipline an indicator of risk for juvenile justice involvement, particularly for students who cycle through the disciplinary system?

18

Accounting for 83 different risk variables…

.

Justice Contact0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

No prior dis-ciplineFrequent disci-pline (11+ times)

Breaking School Rules, Texas report

19

Frequently disciplined students and juvenile justice contact

.

Justice contact0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

5.5%

17.5%

No prior dis-cipline

Breaking School Rules, Texas report

“A student who had been disciplinedmore than 11 times faced a nearly one in five chance (17.3 %) of a juvenile justice contact” p. 71.

Suspension and confinement in correctional facilities

White males

Black males Latino males

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.040.09 0.07

0.32

0.380.35

Never SuspendedSuspended 10+ days

Perc

en

t con

fin

ed

by

mid

to late

20

’s

Shollenberger, T. L (2015). Racial disparities in school suspension and subsequent outcomes: Evidence from the National Longitudinal Survey of Youth. In D. J. Losen (Ed.) Closing the Discipline Gap.

• “The indications and effectiveness of exclusionary discipline policies that demand automatic or rigorous application are increasingly questionable...

• Periodic scrutiny of policies should be placed not only on the need for a better understanding of the educational, emotional, and social impact of out-of-school suspension and expulsion on the individual student but also on the greater societal costs of such rigid policies.”

• Feb, 2013

US DOJ Office of Civil Rights holding schools legally accountable through “disparate impact”

• U.S. Department of Education's Office for Civil Rights ("OCR") investigates civil rights violations • Violations of the U.S. Department of Education's regulations

interpreting Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973.

• Civil right complaints are being filed related to how school discipline practices have disparate impact on some racial groups.

• Proving intention is unnecessary for the plaintiff to win in a disparate impact case.

USDOE (2014) Guidance

Office of Civil Rights Data Collection

• http://ocrdata.ed.gov/DistrictSchoolSearch#schoolSearch

• The web tool allows users to access data on suspensions and see disparities at the school level.

• Users can see data disaggregated by race/ethnicity, gender, &/or disability status. The data is available at the elementary and secondary levels.

http://ocrdata.ed.gov/DistrictSchoolSearch#schoolSearch

http://ocrdata.ed.gov/DistrictSchoolSearch#schoolSearch

Discussion questions about data-based decision making

• Using data:• How do you use data in your school(s) to track patterns in school discipline?

• What data sources do you use?

• Overall trends:• Do you know if school suspensions in your school(s) are on the rise or decline?

• What are the demographic characteristics of students subject to repeated removal?

• Are disparities increasing in your school or across your district?

• Are new trends emerging in terms of disparities across different student subgroups?

• Specific patterns: • Do you track and disaggregate discipline data by offense type, student characteristics (e.g.,

student race/ethnicity, disability status), school staff referrer, location of infraction, time of infraction, referral to law enforcement, and whether students receive a school-based ticket or arrest.

• How are you using data to guide decision-making, interventions, and supports?

Questions thus far?

(5 minutes)

Part 2: An ounce of prevention

• Preventing discipline disparities:• Offer supportive relationships, • Academic rigor, • Culturally relevant and responsive teaching, • Bias-free classrooms and respectful school environments

• Intervening when conflict occurs: • Problem-solve, • Engage youth and families, • Reintegrate students after conflict.

From “deporting and disciplining” to “resolving and educating”

See handout: Gregory, Bell, Pollock, (2014) Intervention Brief at http://rtpcollaborative.indiana.edu/briefing-papers/

Creating Opportunities through Relationships (COR)

Developed at the University of Virginia and supported by Atlantic Philanthropies

Module 2• Recognizing and Understanding Our Own Lenses

• http://www.castllearning.org/

• [email protected]

http://www.castllearning.org/

http://www.castllearning.org/

Part 3: The promise of coaching for teachers

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 ClimateTeacher Sensitivity

Regard for Adolescent Perspectives

Instructional Support

Instructional Learning Format

Content Understanding

Analysis & Problem Solving

Quality of Feedback

Classroom Organization

Behavior ManagementProductivity

Negative Climate

Student Outcomes

Student Engagement

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

Emotional Support

Positive ClimateTeacher Sensitivity

Regard for Adolescent Perspectives

Instructional Support

Instructional Learning Format

Content Understanding

Analysis & Problem Solving

Quality of Feedback

Classroom Organization

Behavior ManagementProductivity

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

Control Teachers Intervention Teachers0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%13.7%

6.0%5.1%

5.8%

African American

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.

Reducing racial disparities

•Reduce:• Implicit bias•Microaggressions• Low expectations•Cultural mismatch•Minimal access to high quality instruction

More “distal” factors

• Increase access to: High quality instruction and positive interactions between teachers and African American students

More Proximal Factors

• Reduce Punitive disciplinary responses to African American student behavior

• Lower their rates of exclusion from instruction

• Increase their academic engagement and trust in the teacher

Outcomes

Questions and Discussion

•How is MTP-S similar or different to the current mentoring/coaching in your school(s)?

Your survey results and breaking for lunch


• Preventing discipline disparities:• Offer supportive relationships, • Academic rigor, • Culturally relevant and responsive teaching, • Bias-free classrooms and respectful school environments

• Intervening when conflict occurs: • Problem-solve, • Engage youth and families, • Reintegrate students after conflict.

From “deporting and disciplining” to “resolving and educating”

See handout: Gregory, Bell, Pollock, (2014) Intervention Brief at http://rtpcollaborative.indiana.edu/briefing-papers/

RESTORATIVE APPROACHES to discipline

Summary:

• Focuses on relationships

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

• Engages 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.

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 CAMPAIGNMODEL 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

Fairfax County Public Schoolsr

SFUSD Restorative Practices Multiple Tiered System of Supports

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

AffectiveQuestions

Small ImpromptuConference

Circles

Formal Conference

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








AffectiveQuestions


Responsive Circles

Formal Conference









AffectiveQuestions


Responsive Circles

Formal Conference


Foster reflection through a series of “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, B., Wachtel, J. & Wachtel, T. (2010). Restorative circles in schools building community and enhancing learning.

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)51

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)

52

(IIRP, 2009)

Teachers above (n = 16) and below (n = 13) the mean on student-perceived RP implementation and their misconduct/defiance referrals

High RP Classrooms Low RP Classrooms0

1

2

3

4

5

6

7

8

9

10

2.92

9.13

0.77 1.69

African American/Latino

White/Asian

53

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.

Bringing restorative approaches to life

RJ in Oakland, CA

Questions for video clips

•As you view the video clips, on the index card:• 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 would you foresee being the benefit(s) of using these circles in your current setting?

Community-building and Re-entry circles

Restorative Justice Student Facilitators: Tier One. Community Building Circle:https://www.youtube.com/watch?v=RdKhcQrLD1w

00 to 6.15 minutes

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

00. to 6.07 minutes

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

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


Social and Emotional Learning for STAFF AND STUDENTS • Self-awareness: Students’ ability to accurately recognize their own emotions/thoughts

and how their emotions/thoughts influence their behavior.

• Self-management: Students’ ability to regulate their emotions, thoughts, and behaviors effectively in different situations.

• Social awareness: Students’ ability for perspective taking and empathy with others of diverse cultures and backgrounds in their family, school, and community.

• Relationship skills: Students’ ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.

• Responsible decision-making: Students’ ability to make constructive and respectful choices about personal behavior and social interactions.

• Cultural responsiveness: Skills, beliefs, and attitudes that facilitate cross-cultural interactions.

• * The core five social emotional learning competencies as identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2013). See: http://www.casel.org

RJ in Oakland, CA


Affective Questions which are one step further, asks questions such as, who was affected, how they were affected, etc.






AffectiveQuestions


Circles

Formal Conference

Restorative Practices Continuum

Small impromptu conferences• Small impromptu conferences are most effective for solving a

problem quickly when a limited number of school community members are involved.

• This tool is built upon affective questions and is extremely helpful in de-escalating small problems before they become disruptive to the learning environment.

• Small impromptu conferences can be used (but not limited to) the hallway, lunchroom or playground; where students often engage with peers in an informal setting.

Restorative Questions

Restorative questions to respond to challenging behavior:• 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?

Restorative Questions to help those harmed by others actions: • What did you think when you realized what had happened? • What have your thoughts been since? • 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?

Example, a teacher approaches two students who are yelling at one another on the playground.

Step 1- Affect statement/ question.

Teacher says, "I was really concerned when I saw you screaming at each other.” “I was worried things would get out of control.”

What happened?"

Step 2-Allow each student to reflect on how he/she added to the conflict.

After each student responds, the staff member might continue by using restorative questions such as , "What was your part in what happened?"

Although each of the students might have a tendency to blame each other, the staff member would continue to guide the conference by saying. "We're talking about just you, what was your part in this?“

Step 3- Students are given an opportunity to say what can be done to resolve the problem.

The teacher would ask, "What can each of you do to make this better?“

Step 4 (optional)- Create an opportunity for follow up with the students.

Teacher might ask, What is one thing each of you will do differently now to make sure this doesn’t happen again? Which one of you can come by my classroom at the end of school today to le t me know how it went?

By using affective questions students are heard, asked to examine how they contributed to the conflict, as well as provide input on how to resolve the issue. The staff member serves as a mediator in a problem solving session rather than a dictator of rules.

Our role play of a more typical interaction versus a small impromptu conference

Reflections on role plays

• How might racial and cultural dynamics impact how the conference unfolds?

• How were restorative questions different than typical approaches?

• Could you imagine restorative questions changing the tenor of problem-solving in the school? (parent-teacher conflict? Staff conflict?).

From anecdote to evidence

International Research• Scotland

• England

• Wales

• Canada

• Hong Kong

• Australia

• New Zealand

• Brazil

For more details see: Schiff, M. (2013). Dignity, disparity, and desistance: Effective restorative justice strategies to plug the “school to prison pipeline.”

Single case studies reducing discipline incidents

Example: West Philadelphia High School (pre-RP 2006-2007; post-RP 2007-2008)

From Lewis, S. (2009). Improving School Climate: Schools Implementing Restorative Practices.

Oakland Unified School District

2011-12 2012-20130

5

10

15

20

25

30

Suspension rates by student race/ethnicity

BlackLatinoWhite

% s

usp

en

ded

on

e o

r m

ore

tim

es

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

71

Restorative Conference,

Circle, orMediation

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: Gregory, A., Anyon, Y., Farrar, J., Jenson, J. M., McQueen, J., Downing, B., Greer, E. & Simmons, J. (manuscript under review). Implementing restorative interventions and reducing future discipline sanctions in a large urban school district.

Denver Public Schools

2011-12 2012-20130

2

4

6

8

10

12

14

Suspension rates by student race/ethnicity

BlackLatinoWhite

% s

usp

en

ded

on

e o

r m

ore

ti

mes

Anyon, Y. Jenson, J. M., et al., (2014). The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes, Children and Youth Services Review.

On-going federally-supported randomized controlled trials

• North Carolina:• A Group Randomized Trial of Restorative Justice

Programming to Address the School to Prison Pipeline, Columbus County Schools, NC

• Pennsylvania: • Pursuing Equitable Restorative Communities, Pittsburgh, PA

•Maine: • Randomized Controlled Trial of Restorative Practices in Maine

Research needs to go beyond discipline records…

•Attendance

•Achievement

•Engagement

•Sense of community

•Positive interactions amongst students and staff

RJ in Oakland, CA

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)

Post training excitement!

Admin

. Sup

port fo

r RP

Org. R

esou

rces

for R

P

RP Fi

t with

Sch

ools

RP Use

fuln

ess w/S

tude

nts

Like

ly to

Use

RP

Elem

ents

0%

20%

40%

60%

80%

100%

8%16%

8% 10% 14%

92%84%

92% 90% 86%

DisagreeAgree

(N = 50)

Most feeling prepared…

Strongly/Somewhat disagree

Strongly/Somewhat agree

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

21%

79%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

How restorative practices are implemented matters!

Restorative

Approaches

Outcomes

Fidelity of Implementati

on

A multi-faceted model of fidelity

Three domains:

• DELIVERY- How well is the program delivered?

• RECEIPT- How well is the program received?

• ENACTMENT- To what extent do participants enact what was learned?

See: Schulte, A. C. Easton, J. E. & Parker. J. (2009). Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity. School Psychology Review, 38, pp. 460-475.

• Draws from Dane & Schneider (2008)

First domain of fidelityDELIVERY

DELIVERY

Adherence:

What proportion of the component parts of the restorative approaches were implemented?

Adherence example from:

Staff self-report checklist

Observer checklist of circle essentialsCircle Format: Students are sitting or standing in a circle Obstacles and barriers are removed from the inside of the circle to

promote connection Centerpiece is in place Talking piece is present Circle agreements are established Opening ceremony occurs Closing ceremony occurs

(Morningside Center, Gregory, A., & Green, C., 2015)

First domain of fidelity

DELIVERY

Dosage/exposure:

How many teachers facilitating circles and how often?

How many conferences offered?

Quality: To what degree are the restorative practices implemented in a high quality manner?

Example of measuring quality

• RP-Observe

• Observers rate the Structure, Support, and Student Voice in proactive/responsive circles and restorative conferences

Gregory, A, Gerewitz, J., Clawson, K., Davis, A., Korth, J. & Schotland, M. (2014).

RP-Observe Indicators of Quality

Structure

Support

Student Voice

Respect and Responsiveness (Staff-Student & Student-

Student)

Relevancy

Autonomy

Risk-taking

Problem-Solving

CircleRules/agreements

Second domain of fidelity

RECEIPT

Participant responsiveness:

To what extent are participants authentically engaged during implementation ?

The Queensland Education Department (1996) followed 300 participants through 31 formal restorative conferences.

Restorative

Conference

Reports of behavioral improveme

nt. Low re-referral.

90% had a chance to “have their say”

(voice)

80% 0f “wrongdoers”

“were affected by the emotions of those who had been hurt and

this made them feel bad.”

(perspective-taking)

Third domain of fidelity: Enactment

ENACTMENT

Participant generalization:

To what extent are participants able to apply skills to new contexts?

Participant generalization:

• Through the Minneapolis Public Schools, students at risk for expulsion participated in family group conferences (N = 83).

• Because of their participation in conferences:

• 75% of students reported that they understand the impact of their behavior on people around them.

• 61% said they learned how to solve problems non-

violently.

(McMorris, B.J., Beckman, K.J., Shea, G., Baumgartner, J., & Eggert, R.C. (2013).Applying Restorative Justice Practices to Minneapolis Public Schools Students Recommended for Possible Expulsion: A Pilot Program Evaluation of the Family and Youth Restorative Conference Program)

Participant generalization

• 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 5 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, K., 2015).


• A White male high school student explained,

“(I learned) like how to handle a situation if it comes up next time, like taking action steps for how to fix a problem… Like cause and effect… Now I generally handle them in a more respectful way, just talking to the person…” (Clawson, K., 2015)


• An African American female high school student noted:

“I actually learned how to listen and after having a few one-on-ones with the same person it just clicks in my head…I learned how to express myself and tell how I really feel before I get mad…”

(Clawson, K., 2015)

Social and Emotional Learning for STAFF AND STUDENTS • Self-awareness: Students’ ability to accurately recognize their own emotions/thoughts

and how their emotions/thoughts influence their behavior.*

• Self-management: Students’ ability to regulate their emotions, thoughts, and behaviors effectively in different situations.*

• Social awareness: Students’ ability for perspective taking and empathy with others of diverse cultures and backgrounds in their family, school, and community.*

• Relationship skills: Students’ ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.*

• Responsible decision-making: Students’ ability to make constructive and respectful choices about personal behavior and social interactions.*

• Cultural competence: Skills, knowledge, and beliefs that facilitate successful cross-cultural interactions.

* The core five social emotional learning competencies as identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2013). See: http://www.casel.org

Denver Public Schools (DPS)

In your DPS training manual

• Post-conference survey ratings of student participants:• Expressed feelings in an appropriate manner

• Showed they understood the feelings of others involved

• Used good listening skills

• Showed ability to control anger

• Clearly stated goals for repairing the harm

• Tone of voice, eye contact, body posture showed respect for others in the circle

Implementation fidelityDELIVERYDimension Definition Example using

Restorative Approaches

Adherence Proportion of elements implemented

Implemented appropriate parts of a conference or circle

Exposure/Dosage Duration & Frequency of implementation

Weekly Restorative Circles? How many teachers facilitating circles? How many conferences offered?

Quality Skill of implementation Quality ratings of restorative circles/conferences

Implementation fidelityRECEIPT

Dimension Definition Example using Restorative Approaches

Participant exposure or dose

Amount of the program received by each student

How many referred students participated in a conference?

Participant comprehension

Extent of participant’s understanding of what was implemented

Exit slips: Students reports about the conference process.

Participant responsiveness

Extent to which participants engaged during implementation (or found it relevant)

Observed authentic/positive engagement in the conference/circle.

Implementation fidelityENACTMENT

Dimension Definition Example using Restorative Approaches

Participant mastery Extent to which participants are able to use skills introduced during the program itself

Observed use of SEL skills or answering the restorative questions during conferences.


Extent to which participant are able to apply skills to new contexts

Student self-reported use of problem-solving and repairing harm in school, neighborhoods, and home.

For consideration in YOUR schools :

• What is feasible in terms of measuring fidelity in your schools?

Describe how you might measure (in a feasible/efficient manner) from the fidelity domains :

• DELIVERY- How well is the program delivered? • Dosage/exposure?

• RECEIPT- How well is the program received?• Participant responsiveness?

• ENACTMENT- To what extent do participants enact what was learned? • Participant generalization?

Implementation supports

Program implementation and evaluation

RestorativeApproaches

Fidelity of Implementation Outcomes

Implementation supports;

Administrator leadership

High quality staff training

“Sit and get” workshops are not enough

•We can increase knowledge, but changing behavior is harder.

•We need high quality implementation supports.

What do we know from “implementation science”?

Implementation supports:

• Modeling and Practice

• Performance feedback (Coaching)

• Professional Learning Groups

• Positive reinforcement (shine a light on success)

• Administrator leadership and communication of RP as a priority

• Build “in-house” capacity (e.g., key opinion leaders, lead teachers)

See: Forman, S. G. (2015). Implementation of mental health programs in schools: A change agent’s guide. Washington, D.C.: American Psychological Association.

Fairfax County Public Schools


Conclusion from our five part workshop

Part 1: Urgency: National and state trends in school discipline

Part 2: On-line PD on relationship building

Part 3: Strengthening instruction as prevention (coaching model)

Lunch



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/

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/



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

• End at 5.45 minutes

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



Reducing racial disparities in discipline through transformative action for equity ANNE GREGORY, PH.D. [email protected] RUTGERS UNIVERSITY NJ PRINCIPALS.

Documents

school disciplinepart

school discretionary

white students

africanamerican students

african american students

american middle

percent higher likelihood

higher poverty rates