The document discusses implementing restorative practices to reduce suspensions at a school with 400 middle and high school students. The goals are a 75% reduction in suspensions, 25% increase in test scores, and 95% attendance rate. Primary initiatives include fully implementing restorative practices and interventions for at-risk students. Additional initiatives involve supporting struggling students and identifying areas where incidents may occur. The differences in suspension rates are attributed to bringing on restorative coordinators and changes in leadership philosophy.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
Accentuating the Positive: Resilience and desistance approaches - Malcolm HillIriss
Professor Malcolm Hill. Glasgow School of Social Work.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood. Chair Dr Bronwen Cohen, Chief Executive, Children in Scotland.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
Accentuating the Positive: Resilience and desistance approaches - Malcolm HillIriss
Professor Malcolm Hill. Glasgow School of Social Work.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood. Chair Dr Bronwen Cohen, Chief Executive, Children in Scotland.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Getting it Right for Looked After Children and Young People: Building a stron...Iriss
Anna Fowlie, Head of Corporate Parenting, Care and Justice Division, Children, Young People and Social Care Directorate. Scottish Government, http://www.scotland.gov.uk.
Session 3 - Building Better Childhoods, Responding to Need. Chair: Professor Andrew Kendrick, Glasgow School of Social Work.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Changes in Support for Children and Families in Iceland: Social capitals, cha...Iriss
Professor Dóra Bjarnason. University of Iceland.
Session 4 - Changing Children's Services. Chair Martha Holden, Project Director, University of Cornell.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Getting it Right for Looked After Children and Young People: Building a stron...Iriss
Anna Fowlie, Head of Corporate Parenting, Care and Justice Division, Children, Young People and Social Care Directorate. Scottish Government, http://www.scotland.gov.uk.
Session 3 - Building Better Childhoods, Responding to Need. Chair: Professor Andrew Kendrick, Glasgow School of Social Work.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Changes in Support for Children and Families in Iceland: Social capitals, cha...Iriss
Professor Dóra Bjarnason. University of Iceland.
Session 4 - Changing Children's Services. Chair Martha Holden, Project Director, University of Cornell.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Restorative Practices to Transform Educational SettingsVickie Sax
Article Review based on “SaferSanerSchools: Transforming School Cultures with Restorative Practices”, Mirsky, L., Reclaiming Children and Youth, vol. 16, number 2, summer 2007, pg 5-12.
Getting It Right for Every Child: Managing the change - Jane AldgateIriss
Professor Jane Aldgate, The Open University, http://www.open.ac.uk.
Session 5 - Changing Children's Services.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
This powerpoint is a comprehensive overview of a June 16 webinar about advancing school discipline reform. The webinar was discussed at this month's GA-CAN! panel discussion on community-based programs. This powerpoint was provided by Brad Bryant, Executive Director, Georgia Foundation for Public Education
FCS 3180Positive Behavior Support (PBS)To address the unus.docxssuser454af01
FCS 3180
Positive Behavior Support (PBS)
To address the unusually high rates of violence in US schools, the federal government has recently funded an external, national assistance center whose job it is to help schools implement the Positive Behavior Support (PBS) system. This “Center on Positive Behavioral Interventions and Supports” is funded by the Office of Special Education Programs (OSEP).
PBS is a theory-based approach to practical, in-school intervention. In this article you will be introduced to how to use positive behavior support at each of the three levels of intervention: 1) primary, 2) secondary and 3) tertiary.
Why is it so important to focus on teaching positive social behaviors?
In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.
What is School-wide PBS?
A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.
1. PRIMARY PREVENTION - What is Primary Prevention?
Primary Prevention involves system-wide efforts to prevent new cases of a condition or disorder. For example, giving children vaccinations against common diseases such as measles and chicken pox is done to prevent initial occurrences of these diseases. As a system-wide Primary Preve ...
Similar to Sydnor School Climate - Restorative Practices (20)
FCS 3180Positive Behavior Support (PBS)To address the unus.docx
Sydnor School Climate - Restorative Practices
1. FROM REACTIVE TO PROACTIVE:
Improving School Climate through
Restorative Practices
Rashawna Sydnor
2. SUSPENSION REDUCTION
Issue: High suspension rate in a school with 400 students in both middle and
high school.
School Year Goals: 75% reduction in suspensions, 25% increase in test
scores, and 95% attendance rate.
Primary Initiatives:
• FULL IMPLEMENTATION OF RESTORATIVE PRACTICES
• Review the incident data and determine any students that seem to be getting
close to suspension, and meeting with the support team for immediate
intervention (begins with Restorative Coordinator)
• Arrange the necessary home visits for students that have demonstrated a
consistent violation of BFA and BCPS norms; engage the family to determine
the way best we can support the family. (during both Restorative and Student
Support)
3. ADDITIONAL INITIATIVES
• Discuss with Athletic Director and coaches (if
necessary), about best ways to support our scholar athletes
that are experiencing some difficulty in adjusting to the rules
and protocols at BFA
• Identify common areas (cafeteria, gym, hallways, etc.) where
incidents have a potential to occur and ensure that all support
staff and administrators are adhering to the transition
schedule.
4. WHY ARE WE HERE?
200
180
160
140
120
100
80
60
40
20
0
10 11 12 13 a/o Jan
ANNUAL SUSPENSION RATES
5. WHY THE DIFFERENCE?
The reduction is partially attributed to bringing on full-time
employees in the role of Restorative Coordinators; one
for the MS and one for the US.
The leader of the school also played a role in the rate.
Tolerance levels and belief in the practice heavily impact
suspensions. Over the past 5 years, there had been 3
principals.
While the school has been in existence for 10 years, the
philosophy had been adopted’ but not fully implemented.
They were not guided by the Institute for Restorative
Practices, or properly introduced and enforced with the
faculty.
6. WHAT ARE RESTORATIVE PRACTICES?
The fundamental premise of restorative
practices is that people are happier, more
cooperative and productive, and more likely
to make positive changes when those in
authority do things with them, rather than to
them or for them.
7. WHAT….CONT’D
The field of restorative practices has significant
implications for all aspects of society — from
families, classrooms, schools and prisons to
workplaces, associations, governments, even
whole nations — because restorative practices
can develop better relationships among these
organizations’ constituents and help the overall
organization function more effectively.
www.iirp.edu
8. WHAT…..CONT’D
For example, in schools, the use of
restorative practices has been the way to
reliably reduce
misbehavior, bullying, violence and crime
among students and improve the overall
climate for learning.
9. 11 ESSENTIAL ELEMENTS
Affective Statements - the way we speak to children
Restorative Questions - the way we encourage sharing of emotions
Small Impromptu - the way we build relationships
Proactive Circles – the way we prevent problems and share ideas
Responsive Circles - the way we respond to issues/problems
Restorative Conferences – the way we address issues and restore
ourselves to the community
Fair Process – opportunity for all to be listened to and acknowledged
10. 11 ESSENTIAL ELEMENTS CONT’D
Reintegrative Management of Shame - discourages the use of
shame, allows the person who harms to be heard
Restorative Staff Community - the way the staff resolves issues and
maintains healthy relationships
Restorative Approach with Families – the way we send the message
home with/to families
Fundamental Hypothesis Understandings - Human beings are the
happiest, healthiest and most likely to make positive changes in their
behavior when those in authority do things with them rather than to them
or for them.
11. HOW ARE PRACTICES IMPLEMENTED?
The Restorative Coordinator consults with and trains
teachers via multiple methods, including classroom
management and curriculum development, monthly
professional development, use of professional
learning groups (PLG’s), sharing of best
practices, staff circles and modeling.
12. RESULTS
Disorderly Conduct
Assault on 2007-2008
Teacher/Admin 2006-2007
Assault on Student
0 10 20 30 40 50
West Philadelphia High School: Serious behavioral incidents by
type in two school years, before and after implementing restorative
practices.
Retrieved from: http://www.iirp.edu/restorative-solutions.php
13. AN INTRO FOR THE STUDENTS
Click pic below and enjoy
14. OTHER RESOURCES
ABOUT THE PRACTICES AND RESULTS
http://www.sfusd.edu/en/programs/restorative-practices.html
http://www.scholastic.com/browse/article.jsp?id=3750554
http://igps.victoria.ac.nz/events/downloads/Respectful%20scho
ols.pdf
http://restorativeworks.net
http://www.rightoncrime.com/2011/09/restorative-practices-a-
different-kind-of-school-discipline/
15. FEEDBACK
Well Hello!
Hope you enjoyed the presentation and learned
something new. Please take a moment to provide
feedback via the SlideShare site. I look forward
to hearing from you!