From Discipline to Dialogue: Engaging Student Voice

1. From Discipline to Dialogue: Engaging Student Voice December 16, 2014 @aypf_tweets #aypfevents

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3. Today’s Agenda 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 #aypfevents

4. From Discipline to Dialogue: Changing the Conversation about Classroom Discipline @aypf_tweets

5. Adding to the Conversation • The problems associated with school discipline have been well-documented. • So, what’s next? • Synthesis of information in four areas: • The problems associated with school discipline • Research Connections • Role of state policy • District, school and community solutions

6. 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.

7. 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 Collection

8. 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 Project • The Equity Project at Indiana University • The Kirwan Institute

9. 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 Approach • Oregon: Restorative Justice Framework • Georgia: Positive Behavior Intervention Supports (PBIS)

10. Local Innovations • AYPF asked: How are districts, schools, and communities addressing the issue of discipline? • Key takeaway: Customizable community solutions. • Resources • Fairfax County Public Schools Restorative Justice Program • Denver Public Schools MOU with police department • Connecticut Youth Service Bureaus

11. From Discipline to Dialogue: Engaging Student Voice Anne Gregory, Ph.D. Rutgers University Graduate School of Applied and Professional Psychology annegreg@rutgers.edu

12. 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).

13. 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.

14. 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” (Fabeloet al., 2011). .

15. Concerning trends in school discipline 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). 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). 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). 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).

16. What can educators do? Actions to: • Transform punitive discipline climates, • Keep students in the classroom, • Narrow the racial discipline gap

17. http://rtpcollaborative.indiana.edu/briefing-papers/

18. School-Based Interventions for Reducing Disparities • Effective schools offer equity-oriented prevention and intervention to “resolve and educate” not “deport and discipline.” • 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.

19. 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)

20. Relationship building in classrooms Trust in Teacher Relational Approach Student Cooperation Gregory, A. & Ripski, M. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37, 337-353.

21. 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”

22. 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.”

23. Lower Suspension Rates for Black and White Students High Academic Press and High Teacher Support

24. School-Based Interventions for Reducing Disparities • Effective schools offer equity-oriented prevention and intervention to “resolve and educate” not “deport and discipline.” • 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. Integrating student voice

25. Systematic integration of student voice through RESTORATIVE APPROACHES to discipline Mara Schiff’s (2013) summary of a Restorative Approach to Discipline • 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.

26. 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.pdf

27. Restorative Practices Continuum from the International Institute of Restorative Practices (IIRP) Formal Conference Circles Small Impromptu Conference Affective Questions Affective statements Adapted from Costello, B. , Wachtel, J. & Wachtel, T. (2010)., Restorative circles in schools building community and enhancing learning.

28. 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)

29. 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)

30. 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.

31. Recent findings in a large urban district using restorative conferences Lower chance of future discipline referral Restorative Conference Circle Rigorous statistical analyses accounted for race, gender, income, ELL status, disability status, reason for referral. (Gregory et al., manuscript in preparation)

32. 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/

33. From Discipline to Dialogue: Engaging Student Voice QUESTIONS? @aypf_tweets #aypfevents

34. 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 permission

35. Fairfax County Public SchoolsFairfax County, Virginia Slides cannot be reproduced or used in trainings without permission

36. 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 permission

37. Principles of Restorative Justice (cont.) Slides cannot be reproduced or used in trainings without permission

38. Restorative Practices and Restorative Justice in FCPS Prevention Restorative practices are skills often utilized in formal restorative justice processes 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 permission

39. 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 permission

40. 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 RJ Intervention Restorative Justice Conference (all): SR&R violations, student/staff conflicts, parent/staff Training: Level 1, Level 2, Level 3 open to all staff Seriousness of Harm Restorative Behavior Intervention (MS focus): RP deeper reflection activities and engagement, circles and RJ discipline conferences Provided by FCPS RJ staff only Circles, Preventative (all) Attendance, minor disputes, escalating conflicts, bullying education, teach conflict resolution skills, team building Training: Level 1 & Level 2 + mentoring open to all staff RP Prevention 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 Slides cannot be reproduced or used in trainings without permission

41. Restorative Approaches in FCPS Prevention Intervention Slides cannot be reproduced or used in trainings without permission

42. Student Led Restorative Justice Thomas Jefferson High School Student Honor Council 2014-15: 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 permission

43. FCPS/Police/Court/Community RJ Diversion Project • Launched:October 1, 2014 • Partners: Fairfax Co. Public Schools, Police, Juvenile Court, Neighborhood and Community Services and Northern Virginia Mediation Services • Goal: 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 permission

44. 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 permission

45. 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 FCPS • Most middle and high schools actively using some application of RJ • 60% increase in use of RJ for discipline response in 3 years • Students requesting RJ circles to resolve disputes! Slides cannot be reproduced or used in trainings without permission

46. 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 permission

47. 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 permission

48. Questions for Our Presenters? 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 #aypfevents

49. Thank you! Please fill out the survey that will appear once you exit today’s webinar Copies of today’s slides and a recording of today’s events will be available at www.aypf.org #aypfevents